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>> TEACHER: Hello Michael >> STUDENT: Hello, Lynn
>> TEACHER: Let me explain what we'll be doing this evening.
>> STUDENT: Okay.
>> TEACHER: I know you took a reading test with some
other learners last week.
>> STUDENT: Yes.
>> TEACHER: That test told us that you understand what you read silently at an
intermediate class level. >> STUDENT: Okay.
>> TEACHER: But that test can't tell us just what part of reading ability you need to
strengthen in order to read as well as you'd like.
>> STUDENT: Okay.
>> TEACHER: We'll find that out with the short tests
we'll be doing together today. >> STUDENT: Alright.
>> TEACHER: But first I'd like to find out a little
more about your education up until now.
Background information often gives us clues about how to plan
a readers
instruction. >> STUDENT: Sure.
>> TEACHER: I'm going to ask you for some information that will help us understand
your educational and personal history. >> STUDENT: Okay.
>> TEACHER: If you don't want to answer any question
please tell me and we'll go on to the next one.
>> STUDENT: Okay.
>> TEACHER: Michael, what do you read very often?
>> STUDENT: I read newspapers,
children's books, magazines.
>> TEACHER: Okay. How many years of school did you complete?
complete
>> STUDENT: Four or five.
>> TEACHER: Okay,
and where was that? >> STUDENT: In Haiti.
>> TEACHER: Okay, what do you find hard about reading?
>> STUDENT: Some long words. >> TEACHER: Long words? Okay.
Do you have trouble reading those words or understanding those words?
>> STUDENT: Understanding. >> TEACHER: Understanding? Okay.
Michael, I'm going to say a couple of sentences. Please tell me if they're true
for you. >> STUDENT: Okay.
>> TEACHER: I forget a lot of what I read right
after I read it.
>> STUDENT: Sometimes.
>> TEACHER: I read very slowly. >> STUDENT: Yes, I do.
>> TEACHER: Michael is English your native language?
>> STUDENT: No, it isn't.
>> TEACHER: What is your native language? >> STUDENT: Creole.
>> TEACHER: How well do you understand English?
I'll read three sentences and you can tell me if they're true for you.
>> STUDENT: Okay.
>> TEACHER: I'm a beginner;
I understand it pretty well but I could be doing better;
very well.
>> STUDENT: Number two. >> TEACHER: Number two?
Okay.
When did you first have trouble with reading
in school?
Right away
or after a few years?
>> STUDENT: I would say right at the beginning. >> TEACHER: Right at the beginning? Okay.
What are your goals in learning to read better?
>> STUDENT: I would like to
have my GED, go to college,
and have a better job. >> TEACHER: Okay.
Alright. Would you like to read books to your children?
>> STUDENT: Yes, I do.
>> TEACHER: Alright.
Do you wear glasses for reading? >> STUDENT: No, I don't.
>> TEACHER: Do you have trouble hearing? >> STUDENT: No, I don't.
>> TEACHER: Michael do you have any health problems?
>> STUDENT: Not really.
>> TEACHER: Do you take any medications? >> STUDENT: Yes, I do.
>> TEACHER: What do you take?
>> STUDENT: I take Prilosec.
>> TEACHER: What is that for? >> STUDENT: For heartburn.
>> TEACHER: Okay.