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

Print

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

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