An informal assessment of oral reading difficulties of children with mild mental retardation in P. Gomez Elementary School and Cupertino Center for special children
Date of Publication
2002
Document Type
Master's Thesis
Degree Name
Master of Arts in Education Major in Special Education
Subject Categories
Special Education and Teaching
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Educational Leadership and Management
Thesis Adviser
Barbara E. David
Defense Panel Chair
Emelita F. Arevalo
Defense Panel Member
Lilia Bautista
Dena Culaba
Abstract/Summary
This study informally assesses the oral reading difficulties of children with mild mental retardation. Specifically, it looked into the oral reading performance levels and oral reading difficulties or children with mild mental retardation of children with mild mental retardation at P. Gomez Elementary School and Cupertino Center for Special Children who were the respondents of the study. The descriptive method of research utilizing Teacher-Made Tests and Standardized Oral Reading Test Edward Fry was employed.The study revealed that majority of the children with mild mental retardation at P. Gomez Elementary School are in the independent level for identifying letters and initial and final sounds. Forty percent and less are in the independent level for reading words with CVC/CVCC pattern, reading phrases and paragraphs. As regards to the word list and informal reading test by Fry, majority are in the frustration level. Majority of the children with mild mental retardation at Cupertino Center for Special Children are in the independent level of identifying letters and sounds, and reading words with CVC/CVCC pattern.As far as word lists are concerned, majority are in the independent level for preprimer while for levels 1, 2 and 3, majority are in the frustration level. As far as Fry's Oral Reading Test is concerned, majority are in the independent level for selection No. 1-A and only 20.00 percent to 46.67 percent are in the independent level.
A significant difference was found between the oral reading performance of children with mild mental retardation at P. Gomez Elementary School and Cupertino Center for Special Children. Children with mild mental retardation at Cupertino Center for Special Children had higher oral reading performance level in the tests. Moreover, the respondents from the two schools have different oral reading difficulties.
Abstract Format
html
Language
English
Format
Accession Number
TG03353
Shelf Location
Archives, The Learning Commons, 12F Henry Sy Sr. Hall
Physical Description
137 leaves ; 28 cm.
Keywords
Oral reading; Mental retardation; Reading disability; Mentally ill children
Recommended Citation
Liu, H. (2002). An informal assessment of oral reading difficulties of children with mild mental retardation in P. Gomez Elementary School and Cupertino Center for special children. Retrieved from https://animorepository.dlsu.edu.ph/etd_masteral/2954