Analyzation Recommendation on Reading Assessment Report

S.Y. 2021-2022

Teachers meet students’ reading needs by providing guided reading.

However, little is known about how teachers combine student data and
pedagogical content knowledge to plan guided readings lessons.

This Observation focuses on understanding how elementary teachers

use guided reading pedagogical content knowledge and student data when
planning a guided reading lesson. Teachers use guide, and reflect on guided
reading pedagogical content knowledge and student’s data when planning a
guided reading lesson.

Participants included 10 teachers from Grades 1-6 and 73 Struggling

Readers. Data sources included introductory and follow-up teacher
interviews as well as teachers’ reading remediation plans.

Data were analysed using coding for identification of patterns. The

findings revealed that teachers believe their success lies in searching for the
right books use to differentiate their guided reading instruction based on
each student’s individual data.

They also believe their success comes from providing background

knowledge to students when teaching guided reading lessons to motivate
their students interest and help them better understand what they are reading.
This convergence can contribute to positive social change by providing
administration insights to how to prepare high quality professional
development to help teachers plan guided reading lessons.

Based on GST result it shows that 73 or 29% pupils of grades 1 -6 are

under frustration Level During Pre Test of Reading assessment.
 Because of these results the Kauswagan Reading Team Teachers conducted
reviews and conduct analysis on how to cope up this 29 % frustration level to
become at least a good reader or could be promoted to Instructional or Independent
level.

So Teachers Came up to discussed and decide on what intervention we

should plan to do to improve Learners reading level

OVERVIEW OF READING ASSESSMENT

Assessment Strategies Tools of Collecting Data Aims of reading Assessment

Word Recognition and Everyday word recognition Assessing accuracy and

Sentence Test and sentence completion comprehension
Tests Comprehension Multiple choice Assessing reading
tests True or false Comprehension
Short answers
Oral reading Read to the teacher Assessing reading accuracy and
fluency
Reading and reading Silent reading or Listening to Assessing reading accuracy,
a narrative fluency and comprehensions
Reading or connecting on to
their own words

Text Comprehension Multiple choice Assessing reading

Test True or false Comprehension
Short answers
Reading Self- Keeping records using Assessing reading accuracy and
Assessment reading logs fluency
 We come up creating an overview of our reading Assessment those that
Indicates Assessment strategies, Tools of Collecting Data and Aims of Reading
Assessment.

Because of this review and analization, during the conduct of our Post-test it
shows that there is a great improvement on our Learners who undergone
remediation Program.

From 29% of Learners under Frustration Level it reduces to 4%.of learners

who are under frustration level.

Meaning to say out of 248 pupils who underwent GST 73 pupils was identified as
learners who have reading disability during Pre- test. After the conduct of series
remediation out of 73 frustrated readers it reduces to 10 learners left during the
conduct of Post Test Reading Assessment.

And these 10 Learners shall be recommended to undergo Summer Reading

remediation with the permission of our principal with Parents’ Consent.

Prepared by;

LEAH A. BALOFINOS
School I-read Coordinator

Noted by:

RICKY D. CULLANGO
Principal III