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The Road to Running Records: A Narrative Review of Their History and a Systematic Narrative Review of the Evidence for Their Use.

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Title: The Road to Running Records: A Narrative Review of Their History and a Systematic Narrative Review of the Evidence for Their Use.
Authors: Unger, Annie1 (AUTHOR) a.unger@latrobe.edu.au, Serry, Tanya1 (AUTHOR) T.Serry@latrobe.edu.au, Snow, Pamela C.1 (AUTHOR) P.Snow@latrobe.edu.au, Weadman, Tessa1 (AUTHOR) T.Weadman@latrobe.edu.au
Source: Review of Educational Research. Aug2026, Vol. 96 Issue 4, p1328-1366. 39p.
Subject Terms: *Reading ability testing, *Word recognition, *Teachers, *Reading (Elementary)
Abstract: This article critically examines the history, theoretical foundations, and empirical evidence surrounding Running Records, a widely used early reading assessment tool developed by New Zealand educator Marie Clay. Running Records are based on Clay’s cueing-based model of reading, which interprets children’s reading errors and self-corrections as windows into their cognitive reading processes. However, the article highlights that contemporary cognitive science, particularly the Simple View of Reading, contradicts cueing-based models by emphasizing the primacy of accurate and automatic word recognition over contextual guessing. A systematic narrative review of peer-reviewed literature reveals that while Running Records can reliably measure reading accuracy on specific texts, concerns exist regarding their complex scoring protocols, interrater reliability, and the validity of using error analysis (meaning, structure, visual cue analysis) to guide instruction. The review finds limited empirical support that Running Records effectively inform teaching decisions or improve reading outcomes, cautioning against reliance on this tool without critical appraisal and advocating for evidence-based assessment practices aligned with current reading science. [Extracted from the article]
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Database: Education Research Complete
Description
Abstract:This article critically examines the history, theoretical foundations, and empirical evidence surrounding Running Records, a widely used early reading assessment tool developed by New Zealand educator Marie Clay. Running Records are based on Clay’s cueing-based model of reading, which interprets children’s reading errors and self-corrections as windows into their cognitive reading processes. However, the article highlights that contemporary cognitive science, particularly the Simple View of Reading, contradicts cueing-based models by emphasizing the primacy of accurate and automatic word recognition over contextual guessing. A systematic narrative review of peer-reviewed literature reveals that while Running Records can reliably measure reading accuracy on specific texts, concerns exist regarding their complex scoring protocols, interrater reliability, and the validity of using error analysis (meaning, structure, visual cue analysis) to guide instruction. The review finds limited empirical support that Running Records effectively inform teaching decisions or improve reading outcomes, cautioning against reliance on this tool without critical appraisal and advocating for evidence-based assessment practices aligned with current reading science. [Extracted from the article]
ISSN:00346543
DOI:10.3102/00346543251348258