An informal assessment of oral reading difficulties of children with mild mental retardation in P. Gomez Elementary School and Cupertino Center for special children

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\u27s 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