The use of Running Records as reading assessment strategy in Foundation Phase classrooms

Abstract

From various national and international studies, it is evident that by the end of the Foundation Phase, South African learners are still struggling to master basic reading skills. Contributing to this problem is the use of reading assessment strategies that are ineffective in identifying learners’ reading needs. Identifying learners’ reading needs accurately can enable teachers to adapt their reading instructional planning accordingly and improve learners’ reading skills. As a result, this qualitative study investigated the possibility of implementing Running Records, a reading assessment strategy, within South African Foundation Phase classrooms through an interpretivist paradigm. The study was underpinned by the literacy processing theory and the teacher agency theory. The literacy processing theory explains how learners develop and acquire literacy skills, while the teacher agency theory describes how teachers have the authority to make decisions regarding reading assessment. Seven South African Foundation Phase teachers completed an online questionnaire, attended an online workshop on Running Records and implemented a Running Record. During individual interviews, they provided feedback on their experiences with implementing Running Records in their classrooms. The findings suggest that a Running Record outcome may be valid, reliable and consistent in informing reading instructional planning when teachers have received high-quality professional training in implementing Running Records. Therefore, I recommend that the Department of Basic Education and teacher education higher education institutions should provide clear guidelines and training on the implementation of Running Records. Furthermore, teachers should be willing to attend the training to improve their knowledge and skills in performing a Running Record to accurately inform their reading instructional planning.