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dc.contributor.authorBlaiklock, Ken
dc.date.accessioned2010-07-21T00:32:56Z
dc.date.available2010-07-21T00:32:56Z
dc.date.issued2004-01-01
dc.identifier.issn0028-8276
dc.identifier.urihttps://hdl.handle.net/10652/1428
dc.description.abstractRunning records of children‟s oral reading are commonly used to assess children‟s reading and to make decisions about the types of reading instruction that children require. This paper critiques recent guidelines on the use of running records and questions the value of this assessment technique. The guidelines are unclear about whether running records should be used for beginning and fluent readers. There are difficulties in making comparisons between running records taken on different texts, and running records do not assess comprehension. The paper argues that the analysis of oral reading errors is a time consuming procedure that may provide misleading information about the type of instruction that would most benefit a particular child.en_NZ
dc.language.isoenen_NZ
dc.publisherNew Zealand Association for Research in Educationen_NZ
dc.subjectreadingen_NZ
dc.subjectassessmenten_NZ
dc.titleA critique of running recordsen_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderNew Zealand Association for Research in Educationen_NZ
dc.subject.marsden330000 Educationen_NZ
dc.identifier.bibliographicCitationBlaiklock, K. (2004). A critique of running records of children’s oral reading. New Zealand Journal of Educational Studies, 39, 241-253.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.spage241en_NZ
unitec.publication.lpage253en_NZ
unitec.publication.volume39en_NZ
unitec.publication.titleNew Zealand Journal of Educational Studiesen_NZ
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.institution.studyareaEducation


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