Assessing Diversity: A Case of Black English and Running Records.
This study examines the complex interplay between language ideologies and oral reading assessments for Black English-speaking students within Reading Recovery, a literacy intervention for first graders. Using a comparative case study, I analyzed the practices of three teachers to explore how they co...
| Publicado en: | Journal of Literacy Research Vol. 57; no. 2; pp. 114 - 140 |
|---|---|
| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Jun2025
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=185137188&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 185137188 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 1086296X LRH jtl: Journal of Literacy Research issn: 1086296X maglogo: Y pubinfo: dt: Jun2025 vid: 57 iid: 2 pid: 344 pub: Sage Publications Inc. artinfo: ui: 185137188 10.1177/1086296X251330565 ppf: 114 ppct: 26 formats: tig: atl: Assessing Diversity: A Case of Black English and Running Records. aug: au: Elzy-Palmer, JaNiece affil: 2910 Division of Literacy and Language, School of Education, Texas Woman's University su: American English language Language ability testing Oral reading English language Oral communication sug: subj: American English language Language ability testing Oral reading English language Oral communication keyword: African American language assessment language ideologies literacy development oral language ab: This study examines the complex interplay between language ideologies and oral reading assessments for Black English-speaking students within Reading Recovery, a literacy intervention for first graders. Using a comparative case study, I analyzed the practices of three teachers to explore how they code, interpret, and adapt running record assessments for Black English speakers. Guided by frameworks of language ideologies, raciolinguistic ideologies, and translanguaging, findings reveal that standardized language ideology often leads teachers to misinterpret Black English features as reading deficits. Assimilationist ideologies influenced instructional adaptations, emphasizing remediation and correction of Black English. However, tensions emerged as teachers questioned the validity of standardized assessment practices. This study highlights the need for linguistically responsive teacher preparation and reading assessment reforms to support equitable literacy practices. By positioning Black English speakers as multilingual learners, it calls for reimagining oral reading assessments to frame Black English as a resource for Black students' reading development. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
|---|