Responding to recent challenges to Clay’s Running Records (2019) and their analysis using a three-cueing system, the authorI examines this reading assessment from an additive perspective of both bottom-up and top-down orientations of reading instruction. Endorsing their inclusion among classroom reading assessments, the author I navigates the tension between the two orientations by examining signposts of both that can be found in Running Records. In the discussion, I include a corresponding framework to assist teachers’ interpretation and instructional planning for strategic actions, including searching for, using, and cross-checking various sources of information; solving words; monitoring; self-correcting; and maintaining fluency. When applied formatively, Running Records may be an assistive component in classroom reading assessment, yielding instruction targeting automaticity decoding and deeper comprehension.

中文翻译：

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寻求中间立场：从顶部和底部分析运行记录

为应对Clay的《运行记录》（2019年）及其使用三提示系统进行的分析所面临的最新挑战，作者我从阅读指导的自下而上和自上而下的叠加角度审查了这一阅读评估。为了支持将它们包括在课堂阅读评估中，作者I通过检查在“运行记录”中可以找到的两种方向的路标，来导航这两种方向之间的紧张关系。在讨论中，我包括一个相应的框架，以帮助教师解释和指导战略行动的规划，包括搜索，使用和交叉检查各种信息来源；解决单词；监控；自我纠正；并保持流利度。如果将其作为格式应用，则“运行记录”可能是课堂阅读评估中的辅助组件，