Every Child A Reader Program

This paper serves as the report of the triad on the analysis of the results of the reading
administration, which includes the quantitative and qualitative meaning of the data. Each piece
of data is also given its own qualitative analysis, and there is an overall qualitative analysis that
was made by the triad.

The triad had planned to administer the reading assessment of one learner in Grade 2. The triad
also searched for a story for Grade 2 for the learner to read. The triad also made a 10-item
multiple-choice test regarding the story. The title of the story is Grandpa's Cooking," by an
unknown author. The story is from this reference: Grandpa's cooking. K5 Learning (2015)
Retrieved April 25, 2023, from
https://www.k5learning.com/reading-comprehension-worksheets/second-grade-2/childrens-stori
es/grandpas-cooking. The reading material is being printed as well as the questionnaire. A timer
and pen are also being prepared.

Before the reading started, the teacher invited the learner to read a story, and the learner was
shy at first but excited to do it. So, the teacher and the learner went to a well-ventilated, well-lit,
and free from distractions place inside the learner's house. Then, the teacher continued her
orientation and reminders to the learner.

After the orientation, there was an interview that occurred. The interview was about the learner’s
personal information.

Name: Gabriel O. Pelicelda

Grade level: 2

School: Maximino S. Laurete Sr. Central School

Age: 8 years old

Then, the teacher asked the learner whether he loves his parents or not and why he loves them
so much before proceeding to the one-on-one reading administration. However, the student is
too shy to answer such a question. So, the teacher said that tonight he will be reading a story
about a girl who loves her grandpa so much. Let us see why. After that moment, there was a
one-on-one reading administration where the teacher guided the learner with the reading
material. There is a teacher’s copy of the material as well as a student's copy. The teacher
started the timer the moment the learner started to read. The teacher also asked permission
from the parents and the student if it was alright to record the whole situation, and it was
permitted verbally. The kind of test that was administered was oral-reading comprehension.
While the learner is reading the story orally, the teacher records every mistake committed.
 Types of Miscues Miscues No. of Qualitative
Miscues Analysis

1. Mispronunciation dos 1 The mispronounced word

does does not affect the meaning
of the passage because the
learner mispronounced it as
dos which can be related to
an action of doing.

seys 1 The mispronounced word

says does not affect the meaning
of the passage because the
meaning of seys still the
same with “says”

teysti 1 The mispronounced word

taste does not affect the meaning
of the passage because the
learner still thought that this
is something delicious.

2. Substitution quit 1 This might affect the

quite meaning of the passage
which is why the teacher
taught the learner how to
read it during the reading
administration.

3. Self-Correction tells 1 This does not affect the

meaning of the passage
because the learner was
able to correct himself from
reading it.

Computing the Oral Reading Score per Passage

The computation of the oral reading score involves counting the number of miscues during oral
reading. Each miscue carries equal weight, regardless of whether it affects the meaning of the
passage or not. Gabriel’s oral reading illustrates a sample computation of miscues.

ORAL READING

Oral Reading Score:

the number of words – number of miscues X 100

 number of words

Given:
Gabriel’s Performance in Oral Reading:
170 = No. of words in the passage
5 = No. of miscues

Solution:

170 - 5 = 165 x 100 = 97.058823529411765 ≈ 97.1%

170

Gabriel’s Rating in oral reading is 97.1%.

Qualitative There were only 5 miscues out of 170 words. We can say that Gabriel is
Analysis: independent in reading since the rate for his oral reading is 97.1%. He is a good
reader. However, there were times that he disregards punctuation and just
continues reading. He also reads with intonation, and with little expressions.

READING RATE

Reading speed = No. of words read X 60

Reading time in seconds

Given:
170 = No. of words in the passage
127 = No. of seconds it took Gabriel to read the story (2 minutes and seven seconds)

Solution:
170 words read X 60 = 80.31496062992126 ≈ 80
127 seconds

Gabriel’s reading rate is 80 words per minute.

Qualitative Since the data is not in percentage, we cannot say that Gabriel is at the
Analysis: Frustration Level in Oral Reading. When we say Frustration Reading Level, it is
the level at which readers find reading materials so difficult that they cannot
successfully respond to them (Flippo, 2014). However, if that counts, then
maybe he is at Frustration Reading level when it comes to his reading rate.

Nevertheless, we cannot say that he is in Frustration Reading Level because

based on the definition of what a Frustration Reading Level is, he does not find
the reading material difficult and he cannot successfully respond to it. Moreover,
he is good at reading and does not point to each word of the story with his/her
finger and does not do word-by-word reading. He is like reading in a sentence
excluding the parts when he disregards punctuation.
 Student’s Comprehension of the Passage

C = No. of correct answers

No. of questions X 100 = % of comprehension

Given:
10 = No. of correct answers
10 = Total no. of questions

Solution:

10
10 X 100 = 100%

Gabriels’ comprehension is 100%.

Qualitative Gabriel is so good in understanding the story because the questions given are
Analysis: mainly and literally about the story given the fact that he is still in Grade 2. His
retention to his understanding, visualizing, and comprehending the story is at its
high level because he got a perfect score in the multiple-choice items.

Analysis and Interpretation of Word Reading and Comprehension Level

Reading and Comprehension Scores

Word reading score: 5 miscues = 97.1% = Independent

Comprehension score: 10 out of 10 = 100% = Independent
Reading Rate: 80 words per minute

Gabriel’s Oral Reading Profile is Independent.

Qualitative Overall, Gabriel’s Reading Profile is Independent given the data computed and
Analysis: presented. Gabriel should be given a next level of books and higher level of
comprehension tests to train him and enhance his comprehension skills and his
reading rate as well. This is also for him to discover new words and new ideas.

Student’s Reading Profile Per Passage

Word Reading Reading Comprehension Reading Profile per

passage

Independent Independent Independent

Qualitative Analysis
What miscues are often committed?
The miscue that is often committed is the mispronunciation of does.
The miscue does not affect the meaning of the passage because the learner mispronounced it
as dos which can be related to an action of doing.

Behaviors while Reading ✔ or X

Paraan ng Pagbabasa

Does word-by-word reading X

(Nagbabasa nang pa-isa isang salita)

Lacks expression; reads in a monotous tone X

(Walang damdamin; walang pagbabago ang tono)

Voice is hardly audible X

(Hindi madaling marinig ang boses)

Disregards punctuation ✔
(Hindi pinapansin ang mga bantas)

Points to each word with his/her finger X

(Itinuturo ang bawat salita)

Employs little or no method of analysis X

(Bahagya o walang paraan ng pagsusuri)

OVERALL QUALITATIVE ANALYSIS

Overall, we can claim that Gabriel is reading independently because his oral reading rate is
high or nearly flawless. He reads well and doesn't point every word of the story with his finger
or read word for word. Gabriel is also quite knowledgeable about the story. Because he
received a perfect score on the multiple-choice items, his retention in learning, visualizing,
and comprehending the story is excellent. Given the facts computed and presented, Gabriel's
reading profile is independent.
Documentation
References:

Reading Material
Grandpa's cooking. K5 Learning. (2015). Retrieved April 25, 2023, from
https://www.k5learning.com/reading-comprehension-worksheets/second-grade-2/childrens-stori
es/grandpas-cooking

Test Questionnaire
https://docs.google.com/document/d/1SdeC2AbTGm-178zeodTTsxkvLgfV8ax-XCx06rY4BFA/ed
it

Members:
Idesa Vistal - the teacher of the chosen learner in Grade 2
Cynthia Cabual
Jenevie Omongos