Informal Reading Assessment - Case Study Example

III. GENERAL OBSERVATION • Interpersonal response to the clinician On the examination day, john entered the assessment 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 qualified enough to conduct the assessment. I explained to him that all the other students were to undergo the same test.

As I was about to start the test, I realized that John was busy 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 at 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.

• Perceptiveness of the task of reading From how he read the passage in one of the story books, it was so evident that John enjoyed reading short passages. He could struggle to pronouns some long words and those with silent syllables. • Attention and concentration during assessment John’s 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 student’s overall grades levels are as follows Independent grade level was 0 miscues in word recognition, 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 student’s performance is good. However, a few improvements 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 miss 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 enabled 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 influence of child’s first language. Goal The teacher needs to give more concentration on john’s points of weaknesses. The best way to improve on such areas is giving more assignments on the same and monitoring him closely. The books