Camp Maverick: Literacy Practices in Action Pre/Post Survey
Please complete the following survey: 1. Time Sampling and 2: Teacher Sense of Self Efficacy for Literacy Instruction
Name:
Your answer
Time Sampling
Please provide the following information about your practices.
List the number of minutes or hours that you spend in your current practice providing speech and language therapy (be sure to indicate if it is minutes or hours):
Your answer
List the number of minutes or hours that you spend in your current practice providing literacy intervention:
Your answer
Teacher Sense of Self Efficacy for Literacy Instruction
Adapted from: Tschannen-Moran, M., & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27(4), 751-761.
Directions
Please indicate your opinion about each oaf the questions below by marking any one of the nine responses in the columns at the right side, ranging from (1) None at all to (9) a great deal as each represents a degree on the continuum. Please respond to each of the questions by considering the combination of your current ability, resources and opportunity to do each of the following in your present position.
To what extent can you use a student's oral reading mistakes as an opportunity to teach effective decoding strategies?
To what extent can you use a variety of informal reading assessment in order to plan for intervention?
To what extent can you use a variety of formal reading assessment in to make diagnostic decisions?
To what extent can you provide specific and targeted feedback to students during oral reading about their decoding?
How much can you do to meet the needs of struggling readers on your caseload?
To what extent can you model effective writing?
To what extent can you model effective decoding and comprehension reading strategies?
To what extent can you implement word study/work, phonics or phonological awareness to increase spelling and decoding?
To what extent can you use writing to teach grammar, spelling and writing mechanics?
To what extent can you use writing to teach composition and revision?
How much can you motivate students who show low interest in reading?
To what extent can you recommend a variety of quality children's literature to your students?
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