Reading Interest Inventory Analysis

Interest Inventories is comparing the interest's of one person to all the others in various occupations. By using interest inventories, companies can see which people excel in the interest categories. A series of tests can be taken by applicants and based off their results, the company can predict how they will preform on the job if they were hired. There are many steps in which a company follows in order to make sure the use of interest inventories is validified. The first step is for them to anazlyze the job as a whole. In this step the traits and skills you believe an applicant needs to obtin to preform well in the job needs to be specified. This could include an employee knowing how to use computer programs or being a good speaker. Next, the company

The intervention used first was the Peer-Mediated instruction with repeated reading (PRR). During this phase, the students were seated across from each other. The students were then given a copy of the passage, one in which to read, and the other in which to mark the time and note any errors observed, along with a stopwatch. Both students began reading from the selected text for the pair for a duration of twenty minutes at the beginning of the class. Next, the “paired reading” time consisted of each student taking turns reading using only a whisper. To ensure the fidelity of the intervention, measures were taken to ensure that one student didn’t have to be the first reader every time. During the read aloud, the student who wasn’t reading would follow protocol and read the following sentence “Stop. That word is _______. What word? Yes, ________. Please read that sentence again.” After the paired reading time, the reader would then be asked to read

The Strong Interest Inventory Profile and Interpretive Report measures an individuals interest and not their intelligence, skills or capabilities (Grutter & Hammer, 2012). The assessment can be a useful tool to help guide an individual in their professional development to explore areas that interest them the most. First, the counselor should check the validity of the report by comparing the percentage of responses and typicality Index which (Whiston, 2013).

During this assessment, I learned that the student had more errors that were structural or visual. Some of the errors were the result of the student adding letters

Hobsbaum and Peters (1996) suggest that the purpose of Reading Recovery is to assist students in constructing a self-improving method of knowledge and strategies rather than teaching them a variety of reading rules. Furthermore, the teacher provides enough assistance, referred to as scaffolding, to help the student achieve a task that is within their zone of proximal development (Hobsbaum & Peters). In this way, the student can eventually begin to do tasks independently or with less scaffolding that are slightly more difficult than they can do already. Hobsbaum and Peters (1996) suggest that feedback and praise are critical for student success because the feedback and praise helps students recognize useful strategies they have used and encourage them to continue putting forth effort when reading.

I have one above grade level student, two grade level students, and two below grade level students. The students I choose are the ones that are most likely to be overlook because they are to quiet and don’t have any outward behavior issues. I also chose one high level student because I wanted to see how I can provide additional resources for student who works above grade level. The lower level students have different abilities when it comes to reading and writing. One student does better in reading comprehension and the other struggles with comprehension but is better at decoding and sounding out words.

Strategic readers monitor their thinking and recognize when errors are committed but they also know what strategy to use to correct the error. For example, they may need to reread the text to make sense, use context clues to understand unfamiliar words. No matter what the obstacle is, a fix-up strategy is applied. The K-W-L is a well- known teaching technique to assist in the monitoring strategy. The K-W-L chart provides the teacher and students opportunity to participate in discussions before, during, and after reading. It helps the student to ask and answer questions, identify the main idea and detail, and summarize the text (Santoro, Baker, Fien, Smith, and Chard, 2016 p. 284).

The Literacy Collaborative program strives to utilize purposeful, explicit, and guided instruction designed to ensure learner independence. The program provides opportunities for students to engage in authentic, collaborative, and holistic language acquisition through the use of high quality rigorous cross circular instruction. The program is structured within a framework that allows educators to create a dynamic learning environment that allows for flexible grouping, collaboration, and actively involving students in the learning process. Moreover, “teachers engage students in a selection of specified activities, including interactive read-aloud, shared-reading experiences, targeted vocabulary and phonics lessons, guided reading and writing

Overall, I feel that the Strong Interest Inventory assessment was very accurate. Before taking the assessment, I predicted that I would be an ECA because the theme descriptions seemed to relate the most to meet out of all the others. Throughout my life I have found interests in business, leadership, organization, self-expression, and communication. After taking the assessment it was confirmed to me that my theme code is in fact an ECA.

Within their table groups which had been set up deliberately by the teacher to get children with similar reading levels together, the children had to explore different features of the book. One group would work on questions they wanted to ask the characters, another would take in turns to read the book and highlight words they did not understand or had trouble reading. Tennant (2014: 165) tells us that the text used during guided reading should be challenging but the children should still be capable of decoding it. I observed this to be true during my school placement because the children were able to show a wide understanding of what was happening within the book however when they were asked questions about how the character was feeling or what they think would happen next, they took a bit more time to try and get an understanding of this. Tennant (2016) states that “the teacher’s task is to deepen the reader’s understanding of the text by initially ascertaining what sense the reader has made of the text just after having read it”. Tennant’s statement can be evaluated as useful for teaching a good level of guided reading because teachers have to broaden the children’s knowledge of the text. My own observations seemed to be a success because each group was paired with an adult and each adult was drawing out information from pupils by asking questions that got them thinking. Not only were they getting an idea of what children already knew about the text but they

For readers struggling with fluency, the techniques which are most helpful are ones that build vocabulary and allow the instructor to monitor student progress. Repeated reading is a technique which asks students to reread short passages 3-5 times until their fluency improves. In guided oral reading, the teacher previews difficult concepts and words with the student in order to improve their reading comprehension. Acting as a role model, the teacher reads the text aloud while the student listens to target words and concludes with a summary of the text in their own words. Peer-supported reading is a technique similar to guided oral reading in that a stronger reader acts as a model for a lower performing reader.

Hall: I’ll be happy to explain them. The tests that Adam was administered all has an average or mean score of 100. These test have a wide average range of 85-119. Based on Adam’s sores Reading Comprehension he is in the low range because he had a Standard Scores range of 74-80. Adam’s written expression in also in the low range with a Standard Score range of 71-81. His math calculation is in the low range with a Standard Score of 30-43 and His math reasoning is in the very low range of 5-12. Don’t let these numbers scare you. This is just a form of measurement for us to understand Adam’s weakness and strengths. These numbers also help determine eligibility for special education. With your written consent we can proceed with the process. Adam will be assigned a team of experts that includes: Adam, the principle, his general education teacher, the special education resource teacher, myself and of course the pair of you. Mr. and Mrs. Gallery you will have a very active role in deciding how Adam will be taught. The professional can provide you with researched based data and evidence, and strategies. However, if you notice anything that isn’t working you are the only experts on Adam. We will develop an Individual Educational Plan or IEP and develop strategies, accommodations and modifications. We recommend that He is remains in the general education class but pulled out for resource room for the areas of weakness. We will also provide strategies that can be used at home.

Kujawa, S., & Huske, L. (1995). The Strategic Teaching and Reading Project guidebook (Rev. ed.). Oak Brook, IL: North Central Regional Educational Laboratory.

One of the comprehension strategies that I noticed from Mr. Robertson was the use of modeling fluent reading. He as well used modeling when he showed his students how to use a graphic organizer to build upon the thinking happening in their notes. Another strategy that he used was whole group instruction, however, he used think, pair and share with his students when he gave them time to discuss what was happening within the story and build off of their own experiences and prior knowledge.

When Grace was asked comprehension questions during our first tutoring sessions, she was able to correctly answer comprehension questions by looking back at the pictures, but not based on what she had read. To improve her comprehension, tutoring sessions were used to help Grace become a purposeful and active reader. Before reading any books, she was asked to look at the cover of the book and to make connections with the book to things in her own life. She was then asked questions about the book and asked to make predictions on what she thought would happen in the book. After reading the book, Grace was asked to confirm or refute her predictions. Through working together to understand the books, making connections to the books, and looking for predictions, Grace is now able read a book with few pictures and correctly answer comprehension questions correctly more than 80% of the