Burke Reading Interview Summary

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

allows his readers to connect his ideas and beliefs to themselves, thus making one believe in

because through his first person narrative, the reader is drawn to his sensitive nature, his

A Monster Wrote Me A Letter (Bland, 2005) has been used, in year 2, to identify the structure of a narrative. It is a delightful postmodern picture book “consciously constructed to challenge and engages reader the in new and different ways” (Anstey, 2002, p.448). Providing students with a range of good quality text types assists to immerse them in literacy learning (Wing Jan, 2014). The rhyming sentences, black and white illustrations of the focus text and splash of colour for significant items, stir the creative minds of young students and persuade them to use their imaginations. Engagement and building on students’ prior knowledge are among the conditions for literacy learning (Wing Jan, 2009), which is further facilitated through the vibrant

AB often read in two or three word phrases and with extended pauses. He would not adhere to punctuation stress and intonations, reads with extended pauses or hesitations, and reads moderately slow. The client’s reading fluency was slow, labored, and choppy. Overall, the client relied mostly on the graphophonemic cueing system. This means that the client reads the text word by word, mostly sounding out each word as he read, rather than reading the text as a whole. This frequently left to breakdowns in the meaning of the text. AB would often not move on in a sentence until he correctly produced every word. AB would also read with some volume and expression. However, AB demonstrated good comprehension of the text overall. He was able to retell

The sociopsycholinguistic, transative analysis of reading miscues has been based mostly on the Kenneth Goodman 's work on miscue analysis. Goodman (1996) sees reading as an psycholinguistic puzzle, which is solved by the reader in a particular sociocultural context where he/she transact with the text to comprehend it. The methodology of reading miscues has evolved since Goodman 's first works. For the purpose of this study, it is considered appropriately to apply the In-Depth Miscue Analysis procedure (Goodman, Watson, & Burke, 2005) for data collection; which more than the psycholinguistic analysis of the reading miscues, it provides an analysis of each reading miscue in relation to other miscues within sentences and within the entire text taking in to consideration the reader

There are six reading errors that are most common in children make when struggling with reading. The first error is saying the wrong word. Children who struggle will sometimes mistake one word for another. For example, a child may say the word when if they see the word where. This contributes to reading struggles because if a child does not learn the difference between words, they will have troubles on assignments and tests in school. The second error is skipping a word or a sentence. Sometimes if a child does not understand what is

The lack of ORF in poor readers is evidenced by their slow, faltering, and inconsistent rate, poor phrasing, and inadequate intonation patterns. When readers are proficient, they read fluently with adequate speed, and when they read aloud, they use appropriate phrasing, intonation, and their oral reading is a reflection of their spoken language. Students who manifest difficulties in reading often experience difficulties in ORF as well. Fluent readers use expression and adjust their pace appropriately. They read effortlessly and interpret meaning through the use of good phrasing, and appropriate voice tone. Fluent readers group words together in phrases that convey meaning and consistent with punctuation, and correspond to sentence structure.

Angelina’s independent level for oral reading passages was determined to be a level 1 during her pretesting. Her instructional level was estimated to be 1.5, and her frustration level was 2 on the oral reading passages. When comparing these results to her Graded Word List (GWL) results corresponded to each other. Her independent level on both the oral passages and the GWL correlated at an estimated 1.5, this suggests that Angelina does not have a preference reading words either in context or independently. Angelina’s instructional level on both the oral reading passages and GWL where an estimation because she went from an independent level of 1 to the next level of 2 being frustration.

PAT test scores which were focused on comprehension, punctuation and grammar and vocabulary were available for me to investigate (as shown in APPENDIX 2), as well as individual student summaries from the educational reading programme ‘Reading Plus’. With this particular programme, students are given certain texts to read,

The objective of activity two (Appendix 2) was for children to produce a narrative following a story that they have recently been covering in class. The practitioner’s intention was for children to use their social, emotional and imaginative skills.

This study will be a narrative case study which will attempt to answer this research question: How does bilingual children speakers of Spanish and English, who have been living in the United States for over a year, processes reading in both languages under the umbrella of the comprehensive model of the reading process as defined by Goodman, Fries, and Strauss (2016)? This descriptive question proposes to study and understand the particularities of the individual's reading process. by: (1) Developing an in-depth sociopsycholinguistic, transactive analysis of the participant children’s miscues in reading out loud sessions; (2) Analyzing the participants’ discourses that are used to construct their beliefs about themselves as readers and their own reading practices.

In order to perform a retrospective miscue analysis, it will be necessary to use the Burke Interview for Modified for Older Readers (BIMOR) (Burke, 1979). BIMOR has been used in the field as the instrument of choice (e.g., Almazroui, 2015; Dean, 2010; Goodman, & Marek, 1996; Goodman, Watson, & Burke, 2005; Moore, & Aspegren, 2001; Moore, & Brantingham, 2003; Theurer, 2002). BIMOR provides information about the participant's metalinguistic knowledge, which is described by the participants' beliefs on the following constructs: reading strategies, characteristics of good readers, good and errorless reader's performance, reading instruction, and reading processes. The data collected through BIMOR will be correlated with the produced miscues, and the participant's eye movement pattern. BIMOR has 14 open-ended items (see Annex A). Items 1, 2, 3 , 12, and 13 measure participant's beliefs about reading strategies, items 4 to 6 measure beliefs about good and errorless reader's performance, items 7 to 9 measure reading instruction, and items 11 and 10 measure reading process. The responses to each item will be numerically coded. BIMOR

Kurtis’ overall achievement in reading and written expression fell within the average range with slightly low average scores in reading fluency and oral reading when compared to his same aged peers. Kurtis struggled with word attack skills and had difficulty with sounding out of words. Kurtis could identify beginning sounds, but when he was asked to read nonsense words he struggled with short vowel sounds and correct pronunciation. However, Kurtis’ Letter-Word Identification and Passage Comprehension were within the average range. When he read sentences orally he mispronounced words, and did not slow down to correct his errors even when they did not make sense. On the reading fluency subtest, he was required to read a short sentence and

Iser also want the readers to make a niche for themselves while the aesthetic reading of a wok or