Title: Reading a Story Together & Kamarul at Road.

Introduction.

I use my younger brother, Edmund as a subject for my assignment. This is because I

always help him with his homework after school and it is a great opportunity to go
back home during the Raya break to see him. Edmund is 11 years old and he is
studying in my hometown school SK Bundu Tuhan, a small school of a cold valley in
Kundasang Sabah.

Edmund favourite subject is Science because he told me in Science subject he

learns new things every day. He also told me that English is also one of his favourite
subject because Sir Simon Salumbi the English teacher uses many techniques to
make the learning fun and attract his attention for example taking the class outside
the classroom and do a story telling under a tree at the school garden.

As you can hear from the recording, Edmund can read the whole text in English very
well and he can understand the main idea but sometimes he do ask me a few words
that he cannot understand.

Edmund hobby is playing video games and facebook and you can search him with
his e-mail (omnitrix5@hotmail.co.uk). He acquired much proficiency of the language
by playing games and online, as we know most sites are in English language. So for
him English language is not an alien.

Usually I help him with his reading and writing and what we have just listened from
the audio taped activity is just one of the daily tasks we do at night when I’m home.
Summary of the activity.

In this audio taped, we managed to do reading activity. Edmund will read a passage
and I will ask a few questions whether he understand the reading or not. As we can
hear together he is quite excellent in his reading and he shows much enthusiasm
towards learning the language.

My activity is much focused with his readings. I asked him to read stories for me
since he is a good reader. I let my brother to select his own book story and it is
always his pleasure to read for me.

So, as he carries on, he chose the story entitled “The Dragon Rock” by Ellena
Ashley.

He downloads the story from the internet and he asked me to print it out for his
collection. In additional we put a dragon picture to make the story become alive and
interesting.

As he read the story for me, I will listen to his pronunciation and I focused about the
intonation, how the story is read. At the end I can say he can read but Edmund will
asks a few words which he may find complicated and new words of course.

Why I asked him to read for me is because to prepare him for the real situation when
language is really used to communicate rather than listening or writing it on a piece
of paper.
My reflection.

From my brother’s reading I believe that If we accept the idea that all individuals are
capable of learning to read but some need to extend their learning time, then we can
search for adjustments. Slow readers could read shorter passages. In this way, they
could finish a story and experience the success of sharing it with a parent or friend.

In my opinion for who we called as reading disabled where they read more slowly,
the person with reading difficulties can be asked to find specific kinds of information
in a story, or can be paired with a more proficient reader who will help in
summarizing the points of the reading or the main ideas of a story.

One of the reasons why learners read slowly is that they seem less able to identify
the organization of a passage of text (Wong and Wilson, 1984). Good
comprehension is based on the reader's ability to see the pattern or the direction that
the story is taking, parents and teachers can help these readers by spending more
time on building background like drawing a simple diagram can help greatly.

My brother Edmund as I can say at the end is not the best reader but for his age,I
always refer mistakes as an outcome of learning development. I never yell for his
mistakes because that will make him become less motivated.

As is the case with most learners, slower readers learn most comfortably with
materials that are written on their ability level (Clark et al., 1984). Parents can help
their reader select helpful materials in other ways. Choose stories or books with (1) a
reduced number of difficult words; (2) direct, non-convoluted syntax; (3) short
passages that deliver clear messages; (4) subheads that organize the flow of ideas;
and (5) helpful illustrations.

Slow readers can succeed with the same frequency as faster readers as long as the
parent or tutor maintains a positive attitude and selects materials and approaches
that accommodate the child's learning speeds. So this is why it is important to have
at least one member of the family to monitor their children reading progress.
Conclusion.

Overall, I can say that this task really help me to identify my brother’s reading skills
and I can conclude that I can help him with monitoring and selecting materials so it
fits his development and skills.

*refer to the CD for appendices.

 UNIVERSITI UTARA MALAYSIA

ASSIGNMENT 1: REFLECTION ON LITERACY

ACTIVITY
SGDB2043 TEACHING READING AND WRITING IN
THE PRIMARY CLASSROOM
BY EDDIE STEINER BENIDICT
MATRIC 192089