Abstract
Reading in Japanese is a complex task, often compounded by feelings of anxiety from beginner students. The teaching of reading is equally complex, requiring a fine balance between teaching at the character and text level, equipping students with the skills to overcome deficiencies in their script knowledge, and providing multiple opportunities for students to practise reading skills.
Running records are often used in early literacy classrooms to identify specific problems with reading and thus inform teaching. The use of this widely-used tool is perhaps less prominent in second language classrooms and, in particular, scripted language classrooms. This article provides an educator's reflection on the implementation of a running record as a diagnostic tool in a beginner Japanese class.