Figure 1 Motivation to Read Profile tivation 0 Ferre Reading Survey Conversational intarview a * Group administration «Individual administration 1+ 15-20 minutes to administer ‘+ 15-20 minutos to administer *20ltoms ‘+4 scripted items * Cuod response . * Open-ended free response * Subscales: ' Sections: ‘Sol-Concept as a Reader ‘Narrative reading Value of Reading Informational reading Goneral reading ‘Teacher directions: MAP Reading Survey Distribute copies of the Reading Survey. Ask students to write thelr names on the space provided. Say: : T’am going to reed somo santonces to you. want to know how you feel about your reading. There ‘reno night oF wrong answers. | really want to know how you honesty feel about reading. Twill read each sentence twice. Do not mark your anewer uni Itell you to. The first time | read the sentence I want you to think about the best answer for you. The second time I read the sentence | ‘want you til n the space beside your best answer. Mark only one answer. Remember: Do not mark. ‘your anawer unt |e you to. OK, it's begin. Sample tein peusy fet rae, (muse) second grade, (pause thd grade, (pase fourth elem rade, ord, grade, (pause) fifth grade, (pause) sixth grade. ‘Road the fret sample again. Say: ‘This time as | read the sentence, mark the answer that sight for you. am in (pause) frst grade, cates acon ra, (pause) third grade, (pause) fourth grade, (pause) fith grade, (pause) sith Road the second sample item. Say: ‘Sample 2: lam a (pause) boy, (pause) gi. ‘Now, got ready to mark your answer. am a(pause) boy, (pause) lt. Read the remaining Rems inthe same way (@.9.,number __, santonce stem followed by a pause, ‘each option pectic directions for students to mark thelr answers Assessing motivation to readFigure 2 Motivation to Read Profile Reading eurvey Name. ‘Sample t:1am in, ‘Second grade Ci ith grade ‘Third grade Sith grade (Fourth grado Sample 2: pam a. dey, Deir 1. My fonds think tam, ‘Da very good reader agood reader ‘Dan OK reader le poor réedor 2. Reading a books something | koto do. Never Not very oton Sometimes Dotten a Trot as wollas my fronds ‘Dabout the sare a8 my trond Taito tor han my tends Ciailet beter than my tend 4, My best ends think reading lo ‘Clreally tun ~ fun * fOK todo Gro fun at at ‘5. When I come to a word I don't know, lean, D gimost always figure it out ‘eometimes figure tout TD aimost never figuf It out never figure tout 6.1 tell my frends about good books I read. Dinever doth, 2T almost never do this. Dio this some of the time, Dio this aot (continued) ‘The Reading Teacher Vol. 49.No.7 April 1996Figure 2 ‘Motivation to Read Profile (cont’ 7. When | am reading by myset, | understand _ Cpimost everything | read q ‘some of what read ‘Dalmost none of what read none of what read 8. People who read alot are D vory interesting Dipteresting ek very interesting Ci bering 9.1am (a poor reader pn OK reader 900d reader i avery good road 10.1 think lipraries are ip great placo to epend timo . SLanthorsting place to spendtine “S3°"2, an OK place to spend time {a boring place to spend time 11.1 worry about what other kids think about my reading _. Bevery day ‘Balmost every day Bones in awhile 12, Knowing now to read wel is, ‘Cinotvery important {D got of important important D vory important 418. When my teacher asks me a question about what have read, !_. ‘ean never think ofan answer i have trouble thinking of an answer {Sometimes think of an answer Tl always think ofan answer 14.1 think reading is. e ‘Cy boring way to spend time (Lan OX way to spend time ‘Dan imaresting way to spend time Da great way to spend time (continued) Assessing motivation to readFigure 2 ‘Motivation to Read Profile (cont'd. 16. Roading 's__. ‘very easy for me D kind of easy for mo kind of hard for me (very har for me 16, When row up wl spend pone ot my ine ening ‘a/very tao my tne eang eons ty tine reading Gator tie recing 47. When | am in a group talking about stores, ‘ 10st never talk about my ideas ‘sometimes tlk about my ideas ‘Calmost always tak about my ideas always talk about my ideas 18.1 would ike for my teacher to road books out loud tothe class _- ‘day zi 5 ‘almost every day Doncein awhile Onover 19, When {read outloud tam a ‘poor reader fOK reader » Revvous 1 good reader 1D very good reader 20, When someone gives me.a book for a present, | eat, Ser happy sort of happy Levowte Gece Beototurnepey —* ‘DunhappyFigure 3 Motivation to Read Profile “Conversational interview Name. Date. ‘A. Emphasis: Narrative ‘Suggested prompt (designed to engage student in a natural conversation) have been reading a (900d book... was talking with...about it last night. | enjy talking about good stories and books that Fe been reading. Today I'd like to hear about what you have been reading, 1. Tell me about the most interesting story or book you have read this wook (or even last weeK). Take ‘afew minutes to think about (Watt time.) Now, tell me about the book or story. Probes: What else can you tell me? Is there anything oso? 2. How did you know or find out about this story? Cl assigned 1 inschoot © chosen ‘Weutot schoo! 2. Why weston intereningto you? Et Stenson So tme Seri of 'B, Emphasis: Informational taxt ‘Suggested prompt (designed to engage student in a natural conversation: Often we read to find out about something orto learn about something. We read for information. For example, remember a studant of mine...who read a lot of books about...10 find out as much as helshe could about... Now, dk to hear about some ofthe informational reading you have besn doing. 1. Think about something important that you learned recently, not from your teacher and not from {olavision, but from a book or some other reading material. What did you read about? (Walt imo.) Toll me about what you learned. 22, How did you know or find out about thie book/atile? of aesgnee Sin schoo! 1 choson G outot schoo! feontinvse) Assessing motivation to readFigure 3 Motivation to Read Profile (cont’d.) ‘8. Why was this book (or article) important to you? “Pxcause rece were yds —iked Sucwvesh God net Sloe “oh eames aide . Emphasis: General resding 1.Did you read anything at home yesterday? MO What? 2. Do youhaye any books choo your deststorage aenfeckorock bg) oy ta you ae reading? CSS "ote soothe, ‘8. Tellme about your favorte author. 4. What do you think you have fo loarn to be a better reader? 5..Do you know about any books right now that you'd lke to read? Tellme about them. 6. Hed you fir out abo these books? 7. What are some things that get you rally excitad about reading books’? Be ee eeeatig Reus oases, Toll me about. 8. Who gets you ral interested and excited about reading books? ea ‘Tellgze more about what they do.J Figure 4 Teacher directions: MRP Reading Survey Distribute coples of the Reading Survey. Ask students to write their names on the epace provided. s “Tam going to read some sentences tou. want to know how you fea about your reading. There aroro‘igit rong eneworIToay want fnew how you rons fa soo reac. Twtlreed eech srtance ce, Dott mark you anon tell yout. The tte | ead the sentence {want youto think about the best arsver for you. Tho sacond time Ivoad tho sentence! Srantyoutofilin the space bsie your bast anawer. Mark ony one answer, Remember: Donat mark Yourenawer unt ellyouto,OK lets bop. Road the frst sample item. Say: ‘Sample 1: lam in (pause) first grado, (pause) second grade, (pause) third grade, (pause) fourth trade, (pause) ft grade, (pause) sith grade. Fad the frst sample again. Say: ‘This time es | road the sentence, mark the anewer that is right for you. am in (pause) first grado, {pau second grace (pane hs grace, (pause four grace, ave hn grado, pad) sbch Road the second sample item. Say: Sample: ema (pse) boy. ao) Now ot 0a to mark your sraver. Tam &(pavse) boy, (pause) git Road the remaining tems in the same way o.¢., number ___, sentence stem followed by a pause, Sach aon Yolowed by pauee an hen Give epetie recone for eae to mark her erawersFigure 5 ‘Scoring directions: MRP Reading Survey ‘Tho survey has 20 tors based on a.4-poln scale. The highest ota ecore possible 80 pols. On ome hore the responce options are ordered las postive to mos pose eae tam olor ws ‘holoast postive reepones option having a value of 1 po andthe het peaive eplon ae Sow gana wiv necasny omc opanse aces terse ees a Froae onset tems wher rogue are ‘started on the scoring sheet. ngs roau ‘Example: Here is how Maria completed tems + and 20n the Reading Survey. 1. My fiends think lam. 2. Reading a book e something | like todo. Never Not very otien Disometimes: mOten Toscore tom 1 Ris tt necessary to recode the reponse options o that or reader quale tpt, 00 ear ogule oth ond good eat 2 ory good reader equal 4 poets ‘Since Maria answered that she is @ good reader the point value for that item, 3, is entered on the first {ng th Sal Concept column on te scoring cet Sao below. "The reponse option for ham 2 are dere eet potiv (1 po 10 most postive (4 ok), so searing hem 2 easy Simply ete th pln value zsolted wih Maras esponce. esas Mera Select the four opton, 4 erred from 2 uncer the Val of Honing Soin ont sae Scoring sheet Selt-Conceptes eReader ——_Valupo Reading "recode 1.3 4 ‘To calculate the Self-Concept raw score and Value raw score add all etudent responses in the ro ‘2p2ctive column. The Full Survey raw score is obtained by combining the column raw scores, To ‘convert the raw scores to cores, dvide student raw scores by the total possible core (Gotor each eubecale, 2 for ho fu curvy)= no nang 1S en Grade__“Voicch Teacher. ‘Administration date on Recoding scale tea 223 an2 ant ‘Self-Concept as a Reader ‘Value of Reading srocodo 1.3 23. se ‘recode 4.3 srecode 52. sa srecode 72 trecode 82 oa srecode 103 srecode 114 123" we 4a stecode 154 16: ra srocodo 18. wT recede 20.4 8C raw acore:_2/ 140 V raw score: 26 140 Full survey raw score (Self-Concept & Val Percentage scores Self-Concept Value (ej Full Survey xm} Figure 7 ‘Teacher directions: MRP Conversational Interview 1. Duplicate the Conversational Interview go that you have a form for each child. 2. Choose in advance the section(s) or specific questions you want to ask from the Conversational interview. Reviewing he information on students’ Reading Survaye may provide information about ‘eddtional questions that could be added othe interview. ‘3, Familiarize yourselt withthe basic questions provided inthe interview prior tothe interview session inorder to establish a more conversational setting. 4. Selecta quiet comer ofthe room anda calm period ofthe day forthe interview, 5. Allow ample time for concluctng the Conversational Interview. 6. Follow up on interesting comments and responses to gain a fuller understanding of students read ing experiences. 7. Record students’ responses n as much detall as possible. time ang resources permit you may ‘ant to audiotape answers to At and Bt.to be transcribed after the Interview for more in-depth £8. Enjoy this special time with each student!