Table Talk: Conversational Interviews with Middle-Level Students Focused on Attitudes about Reading

By Francine Falk-Ross.

Published by The International Journal of Learner Diversity and Identities

Format Price
Article: Print $US10.00
Published online: March 12, 2014 $US5.00

Eight middle school students having diverse challenges to literacy development, including linguistic differences, cultural differences, speech/language difficulties, and learning disabilities from two school districts were interviewed about their attitudes and interests toward reading at the discussion tables in their classroom and asked to respond to their performance results on a passage reading. Assessment included the Adolescent Motivation to Read Profile, (Pitcher et al. 2007), a running record, and a Retrospective Miscue Analysis (Goodman 1996) to determine trends in their stated challenges and perceived reading strengths. Results of testing and discussion indicated disinterest, lack of knowledge and practice with technology, and an awareness of their ability to ‘call’ words while exhibiting low reading comprehension. The element of focused discourse supported learning.

Keywords: Motivation, Individual Conferences, Reading Assessment

International Journal of Learner Diversity and Identities, Volume 20, Issue 2, March 2014, pp.51-59. Article: Print (Spiral Bound). Published online: March 12, 2014 (Article: Electronic (PDF File; 441.042KB)).

Dr. Francine Falk-Ross

Professor of Literacy, School of Education, Pace University, Pleasantville, New York, USA

She is the Coordinator of the Literacy Education and Childhood Education programs and teaches courses on literacy topics to preservice and practicing teachers. Her publications on literacy education issues focus on inclusive strategies for struggling readers. Dr. Falk-Ross works on several university-school partnership projects, sharing in the research, presentations, and publications from those collaborations.