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ERIC Number: EJ1207055
Record Type: Journal
Publication Date: 2019
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
A Second Lens on Formative Reading Assessment with Multilingual Students
Briceño, Allison; Klein, Adria F.
Reading Teacher, v72 n5 p611-621 Mar-Apr 2019
Using running records as a lens to facilitate multilingual students' language and literacy development can help teachers recognize and build on students' linguistic capital. The authors analyzed 123 running records of Spanish-speaking first graders to begin to identify the types of language-related errors they made when reading. Using an assets orientation, the authors ask teachers to shift from the concept of reading errors to language-related approximations when a student's reading and rereading differ from the text because of linguistic differences. The authors consistently found five types of language-related approximations in the data: teachers' use of tolds, verbs, contractions, prepositions, and use of the plural -s for nouns. The possible impact on comprehension for each of these language-related approximations is explored and practical instructional recommendations provided, as well as a tool to help teachers analyze language-related approximations.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A