Utilizing Standardized Assessment to Evaluate Word Recognition Skills of Grade IV pupils in Malaya Elementary School

Abstract

INTRODUCTION

The goal of an effective classroom program of reading instruction is to provide children with a wide variety of experiences that relate to several important aspects of reading, one of that is word recognition. To further improve the word recognition of learners in MES, varied reading interventions and measures have been implemented yet problems are still evident. In this study, the researcher aimed to establish Reading Intervention focusing on word recognition.

METHODS

Since this research focused on a small number, non-probability sampling was used for this study and the technique was purposive sampling. A questionnaire was used as the main instrument and Likert-Scale was utilized for the responses. The interview was used as a secondary instrument for data gathering.

RESULTS

The results indicated that as for the recognition skill/ ability of pupils, results of standardized assessment tools (Dolch Basic Sight Words and Fry Instant Words) showed that most of the respondents recognized more of the words listed in the DBSW compared to FIW. Topmost on the indicators for difficulties encountered by pupils in recognizing words was alphabetic language proficiency and phonemic awareness. The five indicators cited in the study were all interpreted as OFTEN. For the factors that greatly affect word recognition as perceived by the pupil-respondents include repeated exposures to words, writing the words and saying the word while looking at them.

DISCUSSIONS

In teaching reading, educators should take note of the importance of teaching the basic skills to learners who have been diagnosed/assessed with reading difficulties as manifested in this study. Activities for enhancing basic word knowledge should follow a sequence of instruction that progresses from easier to more difficult tasks and from larger to smaller units. The action plan that was outlined as a result of this research was recommended as an intervention for improving word recognition.