Running Records and First Grade English Learners: An Analysis of Language Related Errors

Autor/inn/en	Briceño, Allison; Klein, Adria F.
Titel	Running Records and First Grade English Learners: An Analysis of Language Related Errors
Quelle	In: Reading Psychology, 39 (2018) 4, S.335-361 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Briceño, Allison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2018.1432514
Schlagwörter	Grade 1; Elementary School Students; English (Second Language); Second Language Learning; Literacy; Error Patterns; Reading Processes; Verbs; Morphemes; Form Classes (Languages); Reading Comprehension; Knowledge Base for Teaching; Reading Instruction; Elementary School Teachers; Oral Language; Language Role; Language Proficiency; English Language Learners; State Standards; Observation; Intervention; California + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Fehlertyp; Leseprozess; Morphem; Analytischer Sprachbau; Leseverstehen; Teaching theory; Theory of teaching; Unterrichtstheorie; Leseunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Beobachtung; Kalifornien
Abstract	The purpose of this study was to determine if first-grade English Learners made patterns of language related errors when reading, and if so, to identify those patterns and how teachers coded language related errors when analyzing English Learners' running records. Using research from the fields of both literacy and Second Language Acquisition, we analyzed 123 running records containing 649 errors. Over half (54%) of the errors were determined to be language related and 93% of the LR errors fell into five categories: Inflectional endings, irregular verb tenses, contractions, prepositions and teachers' use of tolds. Numbers of LR errors and non-LR errors were similar within text level bands, and both decreased over time as students became more proficient readers. It is difficult to infer how different types of LR errors influence comprehension. There was inconsistency in teachers' interpretation of language related errors, which underscores the need to increase teachers' understanding of second language acquisition in the service of literacy instruction, and to advance theory regarding English Learners' use of their linguistic resources in language and literacy acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01