ERIC Number: EJ1174422
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Running Records and First Grade English Learners: An Analysis of Language Related Errors
Briceño, Allison; Klein, Adria F.
Reading Psychology, v39 n4 p335-361 2018
The purpose of this study was to determine if first-grade English Learners made patterns of language related errors when reading, and if so, to identify those patterns and how teachers coded language related errors when analyzing English Learners' running records. Using research from the fields of both literacy and Second Language Acquisition, we analyzed 123 running records containing 649 errors. Over half (54%) of the errors were determined to be language related and 93% of the LR errors fell into five categories: Inflectional endings, irregular verb tenses, contractions, prepositions and teachers' use of tolds. Numbers of LR errors and non-LR errors were similar within text level bands, and both decreased over time as students became more proficient readers. It is difficult to infer how different types of LR errors influence comprehension. There was inconsistency in teachers' interpretation of language related errors, which underscores the need to increase teachers' understanding of second language acquisition in the service of literacy instruction, and to advance theory regarding English Learners' use of their linguistic resources in language and literacy acquisition.
Descriptors: Grade 1, Elementary School Students, English (Second Language), Second Language Learning, Literacy, Error Patterns, Reading Processes, Verbs, Morphemes, Form Classes (Languages), Reading Comprehension, Knowledge Base for Teaching, Reading Instruction, Elementary School Teachers, Oral Language, Language Role, Language Proficiency, English Language Learners, State Standards, Observation, Intervention
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1
Authoring Institution: N/A
Identifiers - Location: California