Amanda Lilly
Ms. Albanese
MAS 7998
December 13, 2012
Journal Entry #6
(Post-Assessment)
Observation
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Reflection
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Questions Raised/ Answers Attempted
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During the administering of the BRI
post-assessment Josh was nervous and read quietly at the beginning because he
figured out that he was being videotaped. After he knew the videotaping was
complete he went back to attempting to speed through the reading passages and
emphasize voice inflections while reading. He was able to sit still more, but
he started to give up towards the end of the BRI because he said he doesn’t
like to read long passages. Also when he came across words he didn’t know he
would ask for help first then attempt to sound it out, but would give up and
say pass. I noticed that during the word lists he would still mispronounce some
of the words, but the words he mispronounced didn’t even have the same
letters present as the words on the word lists. I also observed that during
his reading passages he made more significant miscues by changing some of the
words read, which changed the meaning of what was being said.
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I think if there was more time and if
Josh was available more days we could have spread the BRI out a couple of
days, but due to time constraints we had to complete it in one day. I don’t
think Josh was having a very good day and was exhausted by this whole
process, not giving his best effort. This could have affected some of the
overall results because his pre-assessment results were similar to these
post-assessment results.
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Q: Did the videotaping affect his
results for that reading passage that was videotaped?
A: I think it affected the results
slightly, but not enough to show that there was major evidence the
videotaping caused him to not read as well.
Q: Why would he always look at me when
he didn’t know what a word was?
A: I think this is a learned behavior
that he would expect someone to help him get to the answer than try to figure
it out on his own first.
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