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Seeking Middle Ground: Analyzing Running Records From the Top and Bottom
Author(s) -
Stouffer Joe
Publication year - 2021
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.2012
Subject(s) - fluency , automaticity , reading (process) , reading comprehension , psychology , comprehension , top down and bottom up design , interpretation (philosophy) , mathematics education , perspective (graphical) , cognitive psychology , computer science , pedagogy , linguistics , artificial intelligence , cognition , philosophy , neuroscience , programming language , software engineering
Responding to recent challenges to Clay’s Running Records (2019) and their analysis using a three‐cueing system, the authorI examines this reading assessment from an additive perspective of both bottom‐up and top‐down orientations of reading instruction. Endorsing their inclusion among classroom reading assessments, the author I navigates the tension between the two orientations by examining signposts of both that can be found in Running Records. In the discussion, I include a corresponding framework to assist teachers’ interpretation and instructional planning for strategic actions, including searching for, using, and cross‐checking various sources of information; solving words; monitoring; self‐correcting; and maintaining fluency. When applied formatively, Running Records may be an assistive component in classroom reading assessment, yielding instruction targeting automaticity decoding and deeper comprehension.