Interview

Me: How engaged is Ashley in Walk to Success?

WTS Teacher: Very Engaged.

Me: Has her fluency increased since the start of this year?

WTS Teacher: Yes, definitely.

Me: How about her comprehension?

WTS Teacher: Comprehension is still pretty weak, although she work better one-on-one and in small groups. It’s testing that gets her.

Me: Would you say the practice she’s getting in Walk to Success is transferring to her schoolwork?

WTS Teacher: Not really. She does well when she’s engaged in discussion, but paper & pencil is totally differed. It is much harder for her. Eventually it will transfer.

Me: Do you think Ashley’s difficulties stem from lack of ability or motivation?

WTS Teacher: We just need to get her thinking. When she makes an effort to comprehend, she does. It is not an ability issue. She has proven she is able to improve in comprehension. Her fluency is better, but her vocabulary is still low.

Me: Has her attitude toward learning improved overall?

WTS Teacher: Yes. She participates more. Her body language is showing her attentiveness. She used to slumped and rub her head when she was stressed. I don’t see the head rubs as much so I can tell she is feeling less stressed.

I chose to interview Ashley’s Walk to Success because this is the time when Andrea is grouped with other students on her reading level. I have observed her in WTS, and do agree with the things her teacher has said about her attitude on participation. My only wondering stemming from this interview is, how can we help Ashely’s improvements during WTS transfer to her testing and schoolwork? Currently, during WTS, the students read aloud to each other while the teacher facilitates discussion. At the end of the 30 minute session, the complete a reading comprehension activity. I think keeping a word bank will help Ashley with her vocabulary. She’s gotten a slow start to using her word bank, but I plan to work with her one-on-one during WTS and help her point out how many words she can actually add to her bank.