This study examines the complex interplay between language ideologies and oral reading assessments for Black English-speaking students within Reading Recovery, a literacy intervention for first graders. Using a comparative case study, I analyzed the practices of three teachers to explore how they code, interpret, and adapt running record assessments for Black English speakers. Guided by frameworks of language ideologies, raciolinguistic ideologies, and translanguaging, findings reveal that standardized language ideology often leads teachers to misinterpret Black English features as reading deficits. Assimilationist ideologies influenced instructional adaptations, emphasizing remediation and correction of Black English. However, tensions emerged as teachers questioned the validity of standardized assessment practices. This study highlights the need for linguistically responsive teacher preparation and reading assessment reforms to support equitable literacy practices. By positioning Black English speakers as multilingual learners, it calls for reimagining oral reading assessments to frame Black English as a resource for Black students' reading development.