Los resultados de -KT-, -(U)LT-

Student Researcher:

Cindy M. Massicotte

Study Title:

An Investigation of Middle School Reading Teachers’ Listening Orientations During Individualized SEM-R Conferences with Talented, Average, and Struggling Readers Protocol #:

Initial Teacher Semi-structured Interview Protocol: Part 1: Interviewee Background Information

In this section of the interview, I would like to ask a few questions about your teaching background.

1. How many years have you been teaching? 2. What grade levels have you taught?

3. What is the highest educational degree you have earned? Part 2: Teacher Listening Information

Next, I would like to ask you some questions about your SEM-R Phase 2 reading conferences. 1. What do you feel is your role during SEM-R Phase 2 reading conferences with (a)

struggling readers, (b) average readers, and (c) high ability readers?

a. What are your students’ roles at each reading level during these conferences? b. Possible follow-up question: What is your role when a student at each reading

level is answering a bookmark question?

2. In general, what does it mean to you to listen to students during reading conferences? Listening for . . . to see . . .

3. Please describe your listening when you have a reading conference with a student at each of the different reading levels.

a. Possible follow-up question: What do you listen for in a student’s answer when they are responding?

b. Possible follow-up question: What do you think about when a student is responding to your questions?

183 Appendix D

In-Depth Interview Protocol

Principal Investigator:

Catherine A. Little

Student Researcher:

Cindy M. Massicotte

Study Title:

An Investigation of Middle School Reading Teachers’ Listening Orientations During Individualized SEM-R Conferences with Talented, Average, and Struggling Readers Protocol #:

In-depth Teacher Semi-structured Interview Protocol:

For this in-depth interview, I would like to talk to you about your listening during one exchange that you had with each of the three students who participated in this study. First, we will talk about the exchange from the conference and then we will take a look at the video clip from this one exchange.

Part 1: Discussion of One Discourse Exchange from the SEM-R Phase 2 Reading Conferences

Please take a moment to read the exchange you had during conference # __ with your struggling reader.

1. Please describe your listening while you had this exchange with your struggling reader. a. Possible follow-up: What were you listening for when the student gave his/her

response on line # ____?

b. Possible follow-up: How do you decide how to follow-up to your student’s response on line #____? What were you listening for?

Questions will be repeated for discussion about the average and talented reader’s exchange with the teacher.

Part 2: Discussion of Video Clips from Discourse Exchanges from the SEM-R Phase 2 Reading Conferences

Next we are going to look at the video clip from the same discourse exchanges as was discussed in Part 1 with each of your three students.

Please describe what you notice about how you were listening to your student during this video clip.

184 Appendix E

Teacher to Student SEM-R Individualized Conference Reflection Form

Date: ___________________________

Teacher:_______________________________________________________________ Student:_______________________________________________________________ Bookmark Question: _____________________________________________________ ______________________________________________________________________ Why did you choose this bookmark question?_________________________________ ______________________________________________________________________ What did you listen for in your student’s response to this question?

______________________________________________________________________ ______________________________________________________________________ If any, what follow-up questions did you ask after your student responded?

______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Why did you ask these follow-up questions?

______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Who talked more in the conference, you or your student?

185 Appendix F

Follow-Up Questions Codebook Follow-up Function Description

Scaffold to provide the student support in responding to a question. The student may have given an inaccurate response, not understood the question, or not answered the question.

Clarify to confirm the teacher's understanding of the

student’s response or the student’s text; checking the teacher's interpretation of what the student says; to check to make sure the student understands the text or the teacher's question.

Tell me more to elicit more details about story elements

(characters, setting, plot) or information in the text (nonfiction); to elicit additional responses to the question; to check for literal comprehension; students' responses may be brief, not fully

elaborated, or inaccurate. Can also be checking to see if the student understands the words he or she is using. (Tell me more about the story-explain a story element)

(Explain) Justify, Support, Tell me what you're thinking

to encourage student to explain an opinion,

prediction, or inference; to encourage the student to justify or support predictions, inferences, or

opinions; student’s response may be brief, not fully elaborated, or incomplete.

Go Deeper to promote thinking about different perspectives; to encourage student to analyze the text and formulate an interpretation or prediction about the characters, story arcs, or author's writing style; to encourage the student to put himself or herself in the position of a character (in some contexts).

186

Promote Self-Regulation to encourage the student to monitor his or her understanding of the text or reflect on the

appropriate match of the text to the student’s reading level or reading preferences.

Checking before Instruction to check a student's prior knowledge or activate prior knowledge before providing some instruction

Note. This codebook was applied from Little et al.’s (2014) study on SEM-R teachers’ questioning and differentiation practices.

187

Appendix G

Hierarchy of Categories and Codes for Research Question 1

Here is an excerpt from an example illustrating the organizational hierarchy of the

categories and codes for teachers’ perceptions of their listening with struggling readers. Note that the initial subcategories were retained in this hierarchy so that I could ascertain the original location of the code in the codebook since some of the codes had similar names.

Category: LISTENING TO CLARIFY Subcategory: Follow-Up Responses

Code: clarify

Subcategory: Types of Listening Code: listen to clarify

Category: LISTENING FOR TEACHABLE MOMENTS Subcategory: Follow-up Responses

Code: follow-up for instruction Code: follow-up for reteaching Subcategory: Teacher Role

Code: answer questions Code: further student learning Code: guide students

Code: instruction

Code: lead the conference

Code: support student participation Subcategory: Types of Listening

Code: listening for concept or deeper understanding Code: listening to support

Code: listening to challenge student

Category: LISTENING FOR ELABORATION/PARTICIPATION Subcategory: Follow-up Responses

Code: encourage elaboration Code: teacher wait time

Code: provide positive emotional support Subcategory: Student Role

Code: ask questions Subcategory: Type of Listening

Code: listening for examples Code: wait time

In document Part of the Medieval History Commons, Medieval Studies Commons, and the Spanish Linguistics Commons (página 158-162)