Metatheoretical Differences Between Running Records and Miscue Analysis: Implications for Analysis of Oral Reading Behaviors

• In Event: Poster Session 9
  In Poster Session: Understanding Intruction, Motivation, and Learning in Literacy

Abstract

Running Records and miscue analysis are assessment procedures used to analyze oral reading behaviors and inform instruction. The procedures are similar in administration but differ in how data obtained are quantified and analyzed. The purpose of this study was to investigate how these procedures differ and how reading ability is constructed. Sources of data included 74 records of oral reading coded using (1) Running Record and (2) miscue analysis procedures. Using quantitative analysis, comparisons were made across codes that were conceptually similar. Results demonstrated that both procedures were similar on a procedural level but differed in how use of semantic or syntactic information was analyzed. The metatheoretical differences between procedures have implications how a child’s reading ability is framed.

Authors

• Sinead J Harmey, UCL Institute of Education

• Bobbie Kabuto, Queens College - CUNY

• Tai Hong Kim, The Graduate Center, City University of New York