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The use of Running Records as reading assessment strategy in Foundation Phase classrooms
Dissertation (MEd (Early Childhood Education))--University of Pretoria, 2021.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613533640851456 |
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| access_status_str | Open Access |
| author2 | West, Joyce Phillis |
| author_browse | West, Joyce Phillis |
| author_facet | West, Joyce Phillis |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd (Early Childhood Education))--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/82782 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:39.871Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/82782 The use of Running Records as reading assessment strategy in Foundation Phase classrooms West, Joyce Phillis lynette.vantonder@aros.ac.za Moen, Melanie Carmen Van Tonder, Lynette UCTD Reading assessment Assessment strategy Foundation Phase Reading Running Records South Africa Education theses SDG-04 Education theses SDG-10 Dissertation (MEd (Early Childhood Education))--University of Pretoria, 2021. 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. Imalivest dzm2026 Early Childhood Education MEd Restricted SDG-04: Quality education SDG-10: Reduced inequalities 2021-11-22T08:12:00Z 2021-11-22T08:12:00Z 2022-04 2021 Dissertation * A2022 http://hdl.handle.net/2263/82782 en © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Reading assessment Assessment strategy Foundation Phase Reading Running Records South Africa Education theses SDG-04 Education theses SDG-10 The use of Running Records as reading assessment strategy in Foundation Phase classrooms |
| title | The use of Running Records as reading assessment strategy in Foundation Phase classrooms |
| title_full | The use of Running Records as reading assessment strategy in Foundation Phase classrooms |
| title_fullStr | The use of Running Records as reading assessment strategy in Foundation Phase classrooms |
| title_full_unstemmed | The use of Running Records as reading assessment strategy in Foundation Phase classrooms |
| title_short | The use of Running Records as reading assessment strategy in Foundation Phase classrooms |
| title_sort | use of running records as reading assessment strategy in foundation phase classrooms |
| topic | UCTD Reading assessment Assessment strategy Foundation Phase Reading Running Records South Africa Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/82782 |