Formative Reading Assessments of Running Records and Miscue Analysis: Limits and Possibilities for Literacy Learning

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Author(s): Yang Wang (University of South Carolina, USA), Catherine Compton-Lilly (University of South Carolina, USA)and Lenny Sánchez (University of South Carolina, USA)
Copyright: 2020
Pages: 19
Source title: Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
Source Author(s)/Editor(s): Christie Martin (University of South Carolina, USA), Drew Polly (University of North Carolina, Charlotte, USA)and Richard Lambert (University of North Carolina, Charlotte, USA)
DOI: 10.4018/978-1-7998-0323-2.ch016

Keywords: Education / Information Science Reference / K-12 Education / Learning Assessment and Measurement

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Abstract

This book chapter takes a close look at two well-known reading assessments – running records and miscue analysis - that are often not put in conversation with the other when evaluating a reader's process. In order to explore what happens when using these assessments in tandem, we designed a single student case study involving a fifth grade girl and eight sessions of interviews, running records and miscue analysis. Our findings highlight selected themes that emerged from the analyses to reveal patterns the reader used across the sessions and showcase different aspects of the reader's reading processes from the perspectives of both assessments. We argue that understanding the theoretical and empirical contributions of both reading assessments contributes to the development of teacher expertise about readers and their reading processes.

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Formative Reading Assessments of Running Records and Miscue Analysis: Limits and Possibilities for Literacy Learning

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