http://www.dyslexiasa.org.au/current-is ... hed-in-sa/
Our strong view is that Running Records are an inadequate, ineffective and outdated method of assessing student progress in reading. They are not evidence-based because they do not assess the skills that decades of research have shown are fundamental to reading skill acquisition. They are in fact symptomatic of an approach to literacy instruction and remediation that is failing Australian students. As you will see below, this view is shared by Australia’s leading reading researchers.
Unquestionably, continuous assessment of reading progress is crucial for all students who are learning to read. Running Records have been a mainstay of continuous assessment for decades despite being based on the scientifically unsupported “three cueing systems” model of word recognition. According to world renowned reading researcher Dr. Louisa Moats:
“Contextual guessing strategies are supported by the cueing systems model of word recognition which has no basis in reading science. According to this theory, students are said to use grapho- phonic cues, semantic or meaning cues, and syntax or contextual cues to recognize words. In practice, the emphasis is on anything but the links between speech sounds and spelling. Unfortunately, balanced literacy students are learning strategies that poor readers rely on, not what good readers know” (p. 20).
Moats, L. (2007). Whole language high jinks: How to tell when “Scientifically-based reading instruction” isn’t. Available from https://www.ldaustralia.org/client/docu ... hing%20Rea ding%20is%20Rocket%20Science%20-%20Moats.pdf