Formative Reading Assessments of Running Records and Miscue Analysis

Abstract

This book chapter takes a close look at two well-known reading assessments – running records and miscue analysis - that are often not put in conversation with the other when evaluating a reader's process. In order to explore what happens when using these assessments in tandem, we designed a single student case study involving a fifth grade girl and eight sessions of interviews, running records and miscue analysis. Our findings highlight selected themes that emerged from the analyses to reveal patterns the reader used across the sessions and showcase different aspects of the reader's reading processes from the perspectives of both assessments. We argue that understanding the theoretical and empirical contributions of both reading assessments contributes to the development of teacher expertise about readers and their reading processes.