Informal Reading Assessment Case Study Example | Topics and Well Written Essays - 1000 words

Informal Reading Assessment - Case Study ExampleIII. GENERAL OBSERVATION Interpersonal response to the clinician On the examination day, john entered the judicial decision room when he was so frightened. He seemed to be scared because I was new to him. Moreover, the class teacher did not brief him about the assessment. After I explained in details the purpose of our meeting, john was extremely inquisitive to know why I was assessing him. In fact, he asked me if their class teacher was not do enough to conduct the assessment. I explained to him that all the other learners were to undergo the same test. As I was about to start the test, I realized that John was cross trying to find out what was in my laptop. I asked him what his favorite class program was, and he told me about a cartoon TV program that he always watches at home in the evening. I listen to him so that he would feel appreciated. John answered short answer questions extremely well. However, I kept quiet and looked a t the laptop when I asked him to explain some questions. This was expected because at his age, a child does not like challenging things or questions. mouthful of the task of culture From how he read the passage in one of the story books, it was so evident that John enjoyed reading short passages. He could endeavor to pronouns some long raillerys and those with silent syllables. Attention and concentration during assessment Johns attention during the assessment was commendable. However, he was often distracted by the laptop, that made me realized that he likes computers and video games. The students overall circles levels are as follows Independent grade level was 0 miscues in word apprehension, 90% miscue in comprehension and 0 miscue in listening level. This come to an average of 99% Instructional Grade level were 2 miscues in word recognition, 3 miscues in comprehension and 2 miscues in listening level. This come to an average of 90% Frustration Grade level were 8 miscues in word recognition, 49% miscues in comprehension and 4 miscues in listening level. This come to an average of 90%=49%. It is very evident that the students performance is good. However, a few reformments should be made, since the student has a potential of performing higher than this. IV. Discussion on the assessment Word recognition results and graded word list John did not have many problems on the word list. In fact, all the questions on the word list for grade three were not an issue to him. He was able to handle them with a lot of ease. His frustration manifested on instructional and partly independent level, where he could scat the pronunciation of words whose syllables are almost similar. The greatest problem is where he could say the words that are particularly common in the text books whenever he sees a similar word. For example, it was. For any sentence that start with It. This also resulted to confusion of words whose last syllables changes. For instance, he said enabl ed instead of enabling. Another problem was reading long words. He had a habit of skipping such word because they were hard to pronounce. In addition, he would interchange the pronunciation of some words. For instance, t instead of d. this is attributed to the baffle of childs first language. Goal The teacher needs to give more concentration on johns points of weaknesses. The best way to improve on such areas is giving more assignments on the same and monitoring him closely. The books