ERIC Number: EJ1207055
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
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.
Descriptors: Multilingualism, Student Evaluation, Formative Evaluation, Literacy, Spanish Speaking, Grade 1, Elementary School Students, Second Language Learning, English (Second Language), Nouns, Morphemes, Language Usage, Verbs, Form Classes (Languages), Reading Processes, Reading Comprehension, Error Patterns
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A