Teachers' Perceptions of Running Records of African American Students

• In Event: Race, Language, and Resistance: Ideologies That Shape, (Re)Define, and Disrupt the Field of Teaching

Abstract

Research shows students who speak African American Vernacular English (AAVE) make substitutions with key characteristics of AAVE while reading aloud (e.g. Wheeler et al., 2012). Research with first-grade Spanish-speaking bilingual students demonstrates similar results (Briceño & Klein, 2018). Running records are widely used, despite little research on how teachers perceive this assessment for multilingual and bi-dialectical readers. This comparative case study (Bartlett & Vavrus, 2016) drew from three Reading Recovery teachers to understand perceptions of running records for African American students. Findings reveal teachers interpreted students’ errors as lacking visual attention instead of viewing deviations as language-related approximations. Findings suggest need for further research on teachers’ perceptions of running records and move towards linguistically responsive implementation of reading assessments.

Authors

• JaNiece M. Elzy, Texas Woman's University
  Presenting Author

• Phyliciá Anderson, Texas Woman's University
  Presenting Author

• Lindsey Walker, Texas Woman's University
  Presenting Author