Juan is thus left with only the school to rely on when learning to read.Juan appears to be persevering during reading sessions and tries hard to understand each word. Often, when he could not pronounce a word, he approaches me and asks how it is pronounced. He repeatedly utters the new-learned word until he thinks it sinks in. He also tends to use the new word in sentences and read it orally rather than silently in which he appears to understand better through oral reading than silent reading. When asked to try to read silently without moving his lips, he ended up moving his lips anyway and read the text in a whisper. He states that he has difficulty understanding what the book says when he reads it silently.Whenever he chooses a book to read, it is observed that he prefers those with several pictures and big letters. He does not appreciate books laden with lots of texts written in smaller letters albeit having pictures in them. I noticed that he would just look at the pictures especially if they were glossy ones, and upon finishing, would return the book in the shelf. He does not attempt reading from a book laden with huge texts and written in smaller letters.In a tutoring session undertaken on September 10, 2008, the identified goals were to assess Juan’s reading interests and attitude and to assess his self-selection of books. In fulfilling the assessment on his reading interests and attitude, the activity involved was to complete the interest and attitude reading inventory. For assessing his self-selection of books, the activity involved was allowing him to select one book to read by himself and one book he would like to be read to him.During the first day of the tutoring session, I tried to establish rapport with my tutee. We sat at the classroom library in which I invited and allowed him to choose a book that catches his attention. Through observation, I noticed a bright smile on Juan’s face. This is actually a positive sign about showing his interest in the one-on-one tutorial session. A few minutes later, he picked a book and showed it to me. The book he chose had several colorful pictures with big prints and a strong cultural connection with his personal life. Corn is Maize by Aliki is one of Juan’s favorite books. He exhibited eagerness to start reading, although his reading fluency or pace was slow at this time.
Aarnoutse, C. & Leeuwe, J. (1998) Relation between reading comprehension, vocabulary, reading pleasure, and reading frequency. Educational Research and Evaluation.
Farstrup, A. E. & Samuels, S. J. (2002) What research has to say about reading instruction? International Reading Associations, Inc.
Gillet, J. W. Crawford A. N., & Young J. P. (2000) Understanding reading problems: Assessments and instruction (Fifth Edition). Longman.
Joachims, T. (1997) Text categorization with support vector machines: Learning with many relevant features. Springer.
Storch S. A. & Whitehurst, G. J. (1985) Oral language and code-related precursors to reading: Evidence from a longitudinal structure model. Journal of Educational Psychology. Vol. 77.
Stubbs, J. B. & Tucker, G. R. (1974) The Cloze Test as a measure of English proficiency. Modern Language Journal. Vol. 21, No. 7.
Please type your essay title, choose your document type, enter your email and we send you essay samples