Developmental Reading 1

Case Study Format

Title Page
(This Includes student names and year and section)
Introduction
Current situation analysis and pertinent background including a synopsis of the relevant information. This also
includes students information.
Example:
Student name: Exodus

Age: 8 years old from Morocco

School: Home school

Grade: Third Grade

Instruction Period: From January 26 to May 13, 2013

-Strengths and Weaknesses in Reading
-Includes Factor that affect the reading difficulty of the subject
-Reasons for choosing your subject/pupil
Body
-Assessment
Informal Reading Inventory
https://www.edconpublishing.com/prodimages/DPT.pdf
http://www.eduplace.com/rdg/res/begin/usinginformal.html
Oral Reading Assessment
Comprehension Assessment
-Plan of Action
-Track Students Progress
Conclusions/Recommendations
This section does not need to be long, the writer has an opportunity to tie up loose ends, summarize
findings, and draw inferences. Specific recommendations are a good way of concluding the paper. The writer should
recommend possible changes, reading strategies to be used and different activities that would help the reader
improve his skills in reading.
References and Appendices
All charts, visuals, and other related items can be placed here and referenced in the report.

A Filipino child needs to develop higher order skills and functional literacy. It is given that
any Filipino child with sufficient reading skills would have greater chances of success in
school compared to a child whose reading skills are poor and more often than not, those
with poor reading skills when assessed properly are diagnosed with reading disability. Poor
reading skill is manifested with poor comprehension, wrong pronunciations, among others.If
no proper intervention is administered early, it could affect the academic, social and
psychological development of the child. (Cayubit, 2012)
Reading is said to be one of the most important and complex cognitive skill and such
importance has resulted into extensive studies over years. (Baddeley, Logie, & NimmoSmith, 1985). Reading has been defined as a process of interaction involving ones
knowledge of print, vocabulary, and comprehension. Its five essential components include
phonemic awareness, phonics, fluency, vocabulary, and comprehension.
In addition, Fitzgerald and Fitzgerald (1965) included word recognition and sentence
understanding as components. They further stated that the components involve discovery,
comprehension, reflection, reasoning, appreciation, analysis, evaluation, synthesis,
organization, and application. This would mean that when one is reading, one is thinking
about the meaning conveyed and at the same time integrates his own knowledge to get the
meaning of the symbols written by the writer. Though the concept of reading is broad and
comprises several components, the focus of this research would only be on the areas of
vocabulary and reading comprehension in line with the view that an approach to studying
and assessing fluency in reading is to focus in specific reading tasks that will allow individual
components of the reading process to be isolated and studied (Baddeley, Logie, & NimmoSmith, 1985).
Reading comprehension is a complex cognitive ability requiring the capacity to integrate
text information with the knowledge of the listener or reader and resulting in the elaboration
of a mental representation (Meneghetti, Carretti, & De Beni, 2006, p. 291).

As future educators it is a must for us to learn how to evaluate our students reading
comprehension for this will help them in their studies. Not just only that, helping our
students achieve mastery in reading will equip them for their future careers. As a training,
we decided to teach a grade 7 student from Muntinlupa National High School to diagnose
what problems in reading she has and what are the possible ways to help her improve her
reading skills and comprehension. Here is the students profile:

Students Name: Aika Mae Trinidad Alvarado

Age: 12 years old
Year and section: Grade 7-Self-Reliant
School: Muntinlupa National High School
Instruction Period: September 12-14, 19-21, and 26-28, 2014

Strengths in Reading

Aika, being a fan of Wattpad (an online

We chosen to evaluate and teach Aika because according to her school records and
teachers testimonies, she had a hard time reading the words that suits her grade level
(grade 7) and she reads very slow. At the same time, her reading comprehension

Assessment
Informal reading inventory
The Informal Reading Inventory (IRI) is an individually administered survey designed to help
you determine a student's reading instructional needs. Informal reading inventory is a useful
instrument to diagnose English native speakers (Leal et al., 2004) and EFL learners reading
problems (Leal et al., 2004; Lituanas et al., 2001).
Aika were given the Informal Reading Inventory on September 19-21, 2014. We gave her
four tests which are Word Reading Inventory, Oral Reading, Silent Reading, and Listening
Capacity, respectively.
To determine which level Aika can go, first we conducted the Word Reading Inventory. We let
her read list of 20 words each set starting from Frys set 2 to set 7. She was able to read the
words with right pronunciation on set 2-3, but she already missed 8 words at the set 4, 12
words for the 5th set, 10 words at the 6th set, and 14 words at the 7th set. It only shows that
her average capacity was still at the fourth grade. The table below shows her performance
for this reading activity.

Table 1 Pretest in Informal Reading Inventory (Based on the Word Reading Inventory we
conducted)
Grade Levels

Words Missed

Observations

Reading
Level

Frys 2nd set of Words

N/A

She did well in

reading all of the

Independen
t

Grade (by
Percent)
100%

Frys 3nd set of Words

N/A

Frys 4th set of Words

Knew, Didnt, Listen,

Pattern, Ill, South,
Measure, However

Frys 5th set of Words

Government,
Equation, Scientists,
Inches, Quickly,
Island, Halt, Shown,
Surface, Check,
Brought, Built
Syllables, Europe,
Difference, Written,
Discovered,
Whether, Length,
Instruments,
Represent, Kept

Frys 6th set of Words

Frys 7th set of Words

Speak, Century,
Phrase, Nation,
Laughed,
Themselves,
Temperature,
Consonant, Pounds,
Fraction, Africa,
Couldnt, Lets,
Section, Within

word highlighted in
the sentences
though her pacing is
so slow.
Pacing in reading is
still slow but she
found it easy to read
the words.
She tried to read
some of the words
but she cant
pronounce some and
she even asked us
on how to pronounce
it.
Her voice tone
lowers down a little
bit, repeating the
words twice, missing
some.
She stops whenever
she will read the
highlighted word in
the sentences, when
she doesnt know
how to say it, she
skips the word.
She stops whenever
she will read the
highlighted word in
the sentences, when
she doesnt know
how to say it, she
skips the word.

Independen
t

100%

Instructiona
l

60%

Instructiona
l

20%

Frustration

50%

Frustration

30%

Second test we gave her is the Oral reading Placement test. We let her read a selection and
counted the correct and wrong words that she made. This will help us determine if her
decoding skills is too low or two high for the foundation level. For the testing set-up, we
chose a quiet place wherein we can conduct the Oral Reading Test. We sat across her to be
able to clearly hear her. Since she had a very low voice, we really need to stay close to her.
We gave her one minute to finish the selection.

Foundations Oral Reading Test

(Selection)

(Number of words each sentence)

William Penn was born in England in 1644. When he was 22 years old, he became a
17
Quaker. Quakers didnt share the religious beliefs of the government. They were
29
treated very badly. Many of them were arrested. William Penn was arrested many
42
times. Penn wanted to create a place where people would be free to believe
56
whatever they chose. In 1681 Penn got his chance. The king of England gave him
71
an area of land in the New World. William Penn named the area Sylvania. That
86
means woods in Latin. The king added Penn in honor of Williams father. And
100
so the area became known as Pennsylvania.
107

Number of Words Read:

Errors made:
Correct Words:

The third test we gave her was a Silent Reading test. We used the same paragraph that we
gave her during the Oral Reading test but this time, we have some questions included there
to test her reading comprehension.

William Penn was born in England in 1644. When he was 22 years old, he became a Quaker.
Quakers didnt share the religious beliefs of the government. They were treated very badly.
Many of them were arrested. William Penn was arrested many times. Penn wanted to create
a place where people would be free to believe whatever they chose. In 1681 Penn got his
chance. The king of England gave him an area of land in the New World. William Penn named

the area Sylvania. That means woods in Latin. The king added Penn in honor of Williams
father. And
so the area became known as Pennsylvania.