ReadingInterview Data Analysis
ReadingInterview Data Analysis
Ideally,children often learn to read through the use of symbols as well ascombining their verbal language, images, as well as play into anarticulate, joined medium to create and communicate meanings invarious ways (Smith,2003).In this sense, it gives educators a chance to use their acquiredknowledge to teach them how to read as well as write what theycommunicate. In elementary school, teachers have three distinctivereading theories to choose from ranging from the Phonics Model, theSkills Model, and Whole Language Model. Teachers often find it easierand beneficial to use the Phonics and Skills Model following theassumption that it breeds positive results. Following thisrevelation, this scope follows on analysis of a reading interviewsubjected to five different children. The first student was a femalestudent in sixth grade while the second was a male student in thirdgrade from India. The third and fourth students were both girls inthird grade while the fifth female student is in third grade with allthe three pupils from Saudi Arabia. As students studying in Americafrom diverse backgrounds, they marked as the appropriate respondentsfor identifying and analyzing the reading theories that they areoperating on. Moreover, the interview questions were set in a mannerthat enabled the students to respond appropriately in regards to themodels that they were operating from.
Analysisof Reading Interview Data
Eachinterview question revolved around reading responses setting out toidentify the various perspectives of the five students in regards totheir experiences with reading. As students from diverse backgrounds,learning to read in a foreign language must have been a challengingexperience for them which further made them the ideal participants toassess the models of reading that their teachers adopted. The firststudent was the oldest among the four respondents which furtherexplains her accurate responses to the interview questions. From theinterview data, it can be affirmed that she is passionate aboutreading following the first question while the second and third gradestudents defined reading as a means of gaining knowledge. The thirdstudents aligned reading to reading words while the fourth and fifthstudent’s responses were similar to the second student aligning itto acquiring knowledge. From getting their perception on reading, theinterview questions set to assess the reading capabilities of thefive students. All respondents claimed to be good readers expect thethird student who gave the rationale that reading was difficult andnot her best talent. The interview questions also assessed thestudent’s strategies in comprehending words that they were notfamiliar with. The first and second student revealed the use ofcontext clues as a way of understanding the meaning while the thirdand fourth student declared that they would opt to seek for help andthe fifth student revealed that would try to decode the sense withoutany specification how.
Theinterview questions also evaluated the students’ extensive measureswhen faced with a challenging sentence that they could notcomprehend. The first, fourth and fifth student suggested the use ofcontext clues while the second student suggested the use of picturesand the third stuck with asking for help. The questions also assessedthe pupils’ image of an ideal reader which followed on the firstand second student claiming to the best readers while all otherstudents termed named their teachers. In addition to this assessment,the interview also set out to identify the pupil’s perspectives onthe best probable strategies that should be adopted in the instancean ideal reader is faced with a challenging word or sentence. Whilethe first, second and fifth student suggested the use of contextclues to decode the meaning the third and fourth pupils respondedrevolved around asking for help. Consequently, the interview assessedthe students’ views on what they thought was the best way ofassisting someone experiencing difficulties in reading. The firststudents suggested the adoption of regular reading habits whilelooking up for words that she did not understand while the secondsuggested the use of the five figure rule of choosing books that werejust right to comprehend. The third students suggested helping themout or using an educator to assist them while the fourth and fifthpupil claimed on repetition of words and sentences for easiercomprehension. Consequently, when asked to identify ways to whichthey could be better readers, the first students suggested the habitof looking up for words that she didn’t understand while the secondstudent proposed the use of context cues and the third pupil claimedthat reading fast and comprehending the words would help her getbetter. Consequently, the fourth and fifth student recommendedreading books.
Followingthe above findings, it would be accurate to argue that all the fivestudents are from different schools. Moreover, claiming that thestudents were taught with various models of reading would not befurther from the truth following the varied responses offered for theinterview questions. In this sense, from their replies, it ispossible to identify the particular theory of reading that eachstudent was operating from. For instance, the first female student insixth grade still incorporates the insights from her kindergartenreading teacher. It can be ascertained that she was operating fromthe Whole Language model which follows that teachers emphasize onstudents focusing on comprehension as well as strategy instruction(Tracey,& Morrow, 2012).This factor can be observed in most of her responses, such as thefact that she considers herself good reader giving the rationale thatshe reads a lot and has learned to be good at it. The whole languagemodel aligns language as a complete meaning-making system as partsthat function in relational ways. In this sense, student one claimsto understand better what she reads and reveals that comprehending awhole sentence makes her decode the meaning of challenging words.
Thesecond student appeared to be operating from the skills model ofreading following his responses throughout the interview. Followingthat the Skills model focuses on the separate teaching ofgrapho-phonics, Syntax, and Semantics the students revealed that whenfaced with a challenging word he skips it and decodes it from otherwords. Moreover, the model emphasizes on the individual teaching ofwords which further explains his strategy of using other words todecode challenging words. On the other hand, his incorporation of thefive figure rule of identifying difficult words further suggests thathe was operating on the skills model. The third students can beaffirmed to have been using the Phonics model which incorporatesgrapho-phonics, syntax, and semantics (Tracey,& Morrow, 2012).This factor can be identified throughout her responses. Although thefact that she does not consider herself as a good reader can becorrelated to her ethnic background her strategy of asking someoneabout asking her teacher about the meaning of a word shows that sheis dependent on the use of grapho-phonics, syntax, and semantics tocomprehend a question. Moreover, almost all her responses involvegetting assistance from an adult further shows her lack of individualcomprehension of words without the inclusion of the three factors.
Thefourth student operates from the skills model which can be identifiedfrom her claim that she neither reads fast nor slow thus considersherself a good reader. As highlighted earlier, this theory emphasison the individual teaching of words which further explain the thirdstudent’s suggestion of using context clues to decode challengingwords. Moreover, she proposes the rereading of a sentence as astrategic means of decoding a difficult text which also aligns withthe insights depicted in the Skills model (Tracey,& Morrow, 2012).Consequently, it would be accurate to argue that the fifth studentoperates on the phonics model. This factor follows on her responseafter asked how she would help someone having problems with readingand suggested the reading of the letter by letter and loudpronunciation which align with the insights from the Phonics model.
Reflectionon the Whole Experience
Asobserved from the interview responses, students are well tuned towhat entails reading. In this case, learners understand that readingis a process of acquiring knowledge through comprehension fromwritten and verbal sources. For instance, students know that readinginvolves an ability to collect and harvest knowledge from a writtensource. Therefore irrespective of the reading theory they employ,they demonstrate that understanding and comprehension is inseparablefrom the ability to read. The impression of whether a student is agood reader mainly depends on the leaner`s ease to comprehend writtentext (Smith,2003).As seen from the contrast of the third and fourth students withothers, the mastery of one or all the theories of reading goes a longway to impact the learner’s mentality.
Inthis case, failure to successfully employ a given approach of readingto enable a successful compression of the text content may leadstudents perceiving that reading and therefore learning is not amongtheir talents. Against that background, upon identification of suchan occasion as with the third student from South Arabia, the learnershould be identified and assisted to learn reading with the easiestof the three theories according to their abilities. For such a case,the teacher should restrain from using the whole language approach inassisting the learner as it’s likely to frustrate the student.
Asestablished from the responses of the interview, in a bid tounderstand words and phrases that may challenge them, learnersattempt to use the context in which the words are employed to makesense of the phrase. This implies that students try to assistthemselves with what’s available before they reach out forassistance. Given that a student would learn better if they were ableto find conclusive solutions on their own, using either of the threetheories, teachers should structure learning activities and materialin approaches that enable the contexts in which words andvocabularies are used to reveal the meaning of challenging words. Onthe other hand, for students who feel they can’t do it on theirown, educators should monitor them carefully and try to be at theirdisposal as much as possible to give them assistance as soon as theycall for help.
Thefinding of the interview reflects previously established trends byresearch. Such findings include learners perceiving that whenencountered by comprehension challenges, their teachers can alwayshelp them out (Smith,1992).Given that from the interview responses student reflect a resolve toattempt to do it by themselves before reaching to their teachers, itis ideal to structure the learning activity in such a way that allsolutions learners may require during reading activities are availedholistically at that moment. This implies that the teacher should notonly encourage students to call out to them or their guardians whenthey are stuck but also provide them with materials that accommodatepathways through which they can attempt to find solutions on theirown. Such a case is seen where the student result to rereading andconsidering context or other supporting clues like picture andillustrations. This approach implies that while the three theoriesmay be the basic methods, the learning activity should be guided byneeds of the learner and should not be restricted to a single method.
Asestablished, while each of the three theories has its strengths andlimitation, at any one moment of learning, these methods are criticalin the efforts of teaching. However as observed by the interviewresponses, the choice of the approach to use is largely determined bythe learners themselves whereby their needs dictate the most suitableapproach to teaching them. Therefore, in a normal class or learningactivity, a teacher may employ the various theories interchangeablyor at times simultaneously. Nevertheless, as seen, the requirementsof comprehension are far reaching and in most cases demand the inputof additional interventions such as support when learners try to readand get stuck. Therefore, theories and approaches are by themselvesinadequate, and for maximum impact, learning activities should bestructured in holistic approaches that accommodate additional avenuesof problem-solving.
Smith,F. (1992). Learning to read: The never-ending debate. ThePhi Delta Kappan, 73(6),432-441. Retrieved fromhttp://www.jstor.org/stable/20404665
Smith,F. (2003). The just so story-obvious but false. LanguageArts, 80(4),256-258.Retrieved from http://www.ncte.org/journals/la/issues/v80-4/
Tracey,D. H., & Morrow, L. M. (2012). Lenseson reading: An introduction to theories and models.Guilford Press. Retrieved from:https://mail.google.com/mail/u/0/#inbox/15acca3cca5ba7c2?projector=1