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