![]() ![]() However, because (we hope) students spend a good deal of time reading in school, it makes sense to examine how they respond in school settings. It is also interesting that some readers respond differently to the questions in diverse settings or with dissimilar materials (Coles 1981). Nevertheless, because the BRI asks several questions that focus on the same information, it is not difficult to spot rote responses. Additionally responses sometimes reflect what the reader believes the interviewer wants to hear. Some proficient readers suggest, through their responses, a skills view of the reading process, while some non proficient readers, despite their reading, report that reading is making sense of text. ![]() In fact, what some readers believe and say about the reading process does not always reflect how they read. Although readers combined responses usually correspond to a particular model of reading instruction, no single interview question provides a definitive profile of a student s view of reading. Similar research has been used in the examination of teachers views about reading and reading instruction (DeFord 1981 Squires 2001). Readers responses (Burke 1980 Harste and Burke 1977 Squires 2001) often correspond to the models of reading instruction just described. The BRI provides information about the reader s metalinguistic knowledge, that is, the language people use to think and talk about reading as an object of study. What students believe about reading and reading instruction affect the decisions they make about their reading strategies. Do you think you are a good reader? Why or Why not? 6ģ Understanding the Burke Reading Interview (BRI) From Goodman, Y., Watson, D., Burke, C., 2005, Reading Miscue Inventory: From Evaluation to Instruction, RC Owen, New York To plan students reading instruction, we need to be aware of their beliefs about reading, and consider how their reading proficiency is influenced by past and current reading instruction. What would you like to do better as a reader? 10. What would a/your teacher do to help that person? 8. If you know someone is having trouble reading, how would you help that person? 7. ![]() Yes When comes to something he/she doesn t know, what do you think he/she does? 5Ģ No Suppose comes to something he/she doesn t know. Do you think ever comes to something she/he doesn t know? 5. When you are reading and come to something you don t know, what do you do? Do you ever do anything else? 2. 1 Burke Reading Interview Name Age Date Occupation Educational Level Sex Interview Setting 1. ![]()
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