Avgsvsing Modvadon APPENDIX Motivation to Read Profile Rewing Survey Conversational Imerview “Teacher Directions: MRP Reading Survey Scoring Directions: MRP Reading Survey Sooring Sheet Teacher Directions: MRP Conversational Interview NADONAL READING KESEAKCH CENTER, ISSTRUCTIONAL RESOURCE NO. 14 ea‘TEACHER DIRECTIONS: MRP READING SURVEY Distribute copies of the Reading Survey. Ask students vo write their mames oa the space Provided, Say: 1am going to read same sentences to you. F want to know kaw you feel about your reading. There are no right or wrong answers. T really want to know how ou honestly feel obout reading, Iwill read each sentence twice. Do not mark your answer until Ltell you to, The | first time 1 read the sentence, T want you to thiok about tbe best amsmer for you. The ‘Second time I read the sentence, T want you to fill in the space beside your best answer. Mark only ont answer. Remembers Do not mark your answer until I tell you to. ‘Okay, let's begin : ‘Rond the fist “ample iter. Say: Sample #1: Lam 2n (pause) Ist grade, (pause) 2ad grade, (gausc), Srd grade, (pause) sth ‘grade, (pause) Sti grade, (pause) 6th grade, ‘Read the first sample again. Say: ‘This time as I read the sentence, mark the answer that is right for you, T am in (pause) nt grade, (pause) 2nd grade, (pause) 3rd grade, (pause) dth grade, (pause) Sth grade, (pause) 6th grade. [Read the second sample item. Say: Sample #2: Tam a (pause) boy, (pause) girl. Say: Now, get ready to mark your answer. Tam a (pense) boy, (pau) ge ‘Read the remaining items in te same way (e.g., number _, rentence stem fellowed by a Fause, each option followed by 2 pause, and then give Specific ditections far smdents to mark their answer while you repeat the entire iter). gee FEY Mek a4 We Det H83's 2MOTIVATION 10 READ PROFILE Sample #7: © ist grade © 4th grade © 2nd grade © Sth grade © ard grade O 6th grade Sample #2: Lamia 1. My friends think T am ® 2 very good reader © a good reader © an OK reaser © 2 poor reader 2, Reading a book is something I like to do, ‘© Never O Not very often © Sometimes: @ Ofen 3. Lead © not as well as ny friends © about the same as my friends © a line boner than my friends © alot better than my friends4, My best friends think reading is © really fen © fan @ OK wa © no fiat all 5S. When [come to aword I don't know, Tan © almost always figure it out © sometimes figure it out © almost never figure it out never figure it out 6. [ell my friends sbout good books I read. © Lnever do this © 1 almost never do this, @ [do this som? of the time. Q To this alot. 7. When Lam reading hy myself, | understand @ almost everything I read © some of what I read © almost none of what I read © none of what I read. 8. People who read a lot are _ © very interesting © imeresting © not very investing ‘© boring9 Tam, © apoor reader Q mn OK reader © 2 good reader ® 2 very good reader 10. 1 think Libraries ate ® great place to spend time © an interesting plare to spend time © an OK place to spend time © a boring place to spend time LL Tworry about what other Irids think about my reading © every day © almost every day © once ina while O never 12. Knowing bow to read well is © not very imperant sort of important © important © vory important 13. Whea my teacher asks me a question about what [have read, 1 Q can never think of an answer Q have trovble thinking of an answer. © sometimes think of an answer @ always think of an answer14, I think reading is © a boring way tn spend time © an OK way to spend sme © an interesting way to spend time © a great way to spend time 15. Reading is @ very easy forme © kind of easy for me © kind of hard for me © very hard for me 16. When T grow up I will spend —__ pone of my time reading ‘very lite of my time reading some of my time reading lot of my time reading 8000 17, When Tam ia a group talking about stories, 1 almost never tall about my ideas sometimes talk about my ideas almost always talk about my ideas always talk about my ideas 00e0 18. T would like for my teacher to read books out loud to the class © every day © almost every day once in & while © never19, When I read out loud I am a © poor reader O08 reader O goud reader © very good reader 20. Whea someone gives me a book for a present, I feel _ © very happy © sort of fuppy sort of unhappy © unhappy 5 “aSCORING DIRECTIONS: MRP READING SURVEY ‘Te survey has 20 items bused ona point Liter scale, The highest rotal score possible is 80 _poits, whisi would be achieved if a suder selects the most postive response for every item on the Survey. On some items. the response options are cideved leat pesitive to maset peste (2e items #2 telow, with ihe least sitive response pion having 4 value of | poinl ane ihe most positive option having 3 point value of 4. Onotherjiens, however, the response eptions are reversed (eee in # below). Inshore ease, itwillbe aseessary fo necode dhe reponse eptions. ems whete recodiaa # required axe sared on the Scoring Steet EXAMPLE: Hote ws bow Mara cocplered ems 1 and? on the Reading Survey, 1, My fiends BER em © avery good rater O apolar 0 srOK renter apoor eater 2. esdlng soak ie cometlng 1 wo do, © Nove Nata ofen © Sonetines © Chee To score iter 1, is Fsst meceasary to reco the respocse options 50 that poor renter equals 1 poi, ” OK renter cals 2 pointe, 2 go0d reader esis 3 points, 2. rery goad reader equals 4 points. Since Maria answered that she is good reader the pon valus for that ites, 3, is ented onthe fst lin ofthe Se-Concepé catamm an tha Sepring Sheet. Sew below ‘The response options for item 2 are ordered least postive (1 point) to mast postive (8 poins), 30 ‘stot item 2 isan tasy geovess. Simply ener the point value associated wath the response that Maria chose, Because Maria sclece dhe fourth option, x is emcted for item #2 under the Value of Reading columnan tbe Seoring Steet. See below. ‘Searing Sheet ‘alus of Reading 2 ‘To calculate the Self\Concept raw score and Value raw sears, add all student tesponzee inthe respective column. The Pall Survey raw score Is oben by combining the solumn rae scarer, To [EVER the rw scones th pereesiage scones, itis necessary 10 divide student raw scores by the cual pessible score (40 for eac subscale, 80 forthe fal survey), 25MRP READING SURVEY SCORING SURVEY Adsense 7 gales Saconept at Renter Vatu of Rear veeote 1 A an ak a2 veo 6 veede 5. 3 s vee 7 A ile 8 a4 vrsale 10 sree 1 fH Le kote SC Raw Score: Full survey raw score (Self-Concept & Waite): Za/80. Perseatige Seoves SEE Concept Gy Valse Full survey 2‘TEACHER DIRECTIONS: MRP CONVERSATIONAL INTERVIEW DDuplicaic the ConversattonalInrarvaw go tat you have & farm for exch ebild (Choose i advance the setionis) or specific questions you want to ak fram the Conversational Interview, Reviewing the information on staderis” Reading Surveys may provide mormon | bout additional questoas that could be added 1 the interview. ‘Familasize yourselt with the basis questions provide in the interview prior ur the interview ‘session in onder to establish a mone conversational seing | | | ‘Sclect a quiet comer ofthe room apd 2 calm period ofthe day forthe incerview. Allow erpie time for conducting the conversational lerview. Follow up on isresing commen's and response to guin a feller understanding of their reading expericaces, Record stdens” responses in ss much details possible. If time and resources permit. you may ‘wii to audiotape answers Al ate Bl tobe wamcribed after the interview for more inept analysis [Enjoy this spectal time with exch sede!MOTIVATION TO READ PROFTER CONVERSATIONAL INTERVIEW soncee Nama seeped Def GION A. Euuphasis: Narrative Text ‘Suggested Prouipt(Aesjened to engage student in 2 narorl conversation) ‘Thare been reading a good bosk. Eas talking with ... about i lst night. 1 enjoy talking ‘about good stories and hooks tat I've been reading. Today 1 like to usar abgas what you have Deen reading |, Tellme about the mast imeresting tary or book you are read thie week (or even let week), Trea few minutes to iri about i, (Wait ue.) Now, tall me about the book ar story. Probes: What else can you tell me? there amyhing a? Tread i wee fond a She teat = Anat : Rebeca pe rae eis Teta ek gecl hye teen, & age Tote tn ph 2. How did yea know or find out about this story? tinue He Feachers, gk tne lire i A ence asiemd = _~ inschool Se chosen cater school 3. Why was this story interesting 9 you? 4 i she ras id was SaB, Emphasis: Informational Text ‘Sugyested Pronipt (Sesigned 1 engage srudencin a zarusl conversation) Often we read 16 find out about soustthiug op to learn about something. We read for information. For example, I remember asiudent of mine. . who ead Int of books shout. . to find out 2s much as he/she conld about... . Now, I'd Uke to hear about some of the informational reading, ‘you have beea dota. 1, Thank about something important thut you learned reeenlly, not from your teacher and not from televisior, but frou a bool: or some ather reading material. What did you read about? (Waittime.) Tell me what yoo learned. robes: What else could you tell me? tnereanpeing ee? T Neneh how de Communicate and bs t per 2. How did you kasow er fad aut about this book/articlo? 2 as the other bok ssid snschool SZ Be onto achoot 3. Why wassthis hook (or article) important to you? Ta Yonah) me wenn dort alias | ce tS.C. Emphasis: General Reading 1 Dhl yore anything at ame gestercay? VW? Ate Ea 800 Wren Mons 2. Do you have any oaks at sehont (in your dask/storage area/iocker bookbag) today that your are reading? 1 0 Tellme shout them, 2, Tellme about The author ¢ PRS oi Wat do ave fo lara tobe bier render? TAT ib earaetcan aetartivale: adh shineaas, wpalknow abont any books right new that you'd like to read ell me about them, Ne hak Serie She Cree 8. Who gets you reatty Hee mony, Tell me more about what they dp.