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ECOLOGICAL FRAMEWORK

PROBLEMS IN READING
BY
NURUL AWATIF MORAZUKI
JBA0035 SK BINDU
GROUP 2
ASSESSMENT
Peer Factors Teacher Factors
• Do not want to approach her because she is smelly • Lack of empathy
and untidy • Does not provide ample reading practice

Student Factors
• Cannot sustain attention for more than 1 minute
• Always mumbling, not reading

Physical Setting Curriculum & Resource


Factors Factors

• Not enough English materials around the • Reading materials are too hard
classroom • Summative assessment is standardized which will
be difficult to her especially when it comes to
comprehension questions
PLANNING
Peer Factors Teacher Factors
• Advise them to be nice to everybody • ‘Heart to heart’ talk with her
• Guide her to read simple storybooks with less
words, big prints & colourful pictures

Student Factors

• Learn the skill to sustain attention


Physical Setting • Learn to utter words clearly Curriculum & Resource
Factors Factors

• Provide different module for pupils with literacy


• Provide more remedial materials in classroom problem
• Provide different summative assessment to suit
literacy problem pupils
IMPLEMENTATION
Peer Factors Teacher Factors
• Pupils build good relationship with everybody • ‘Heart to heart’ talk: discussing about herself, what
she likes and dislikes etc.
• Choose books from the library and read with her

Student Factors
• Points each word that she reads so that she won’t
be lost and mumbling

Physical Setting Curriculum & Resource


Factors Factors

• Paste flashcards & posters on the notice board & • Use the module provided and use the materials
wall in the classroom built during the previous courses
EVALUATION
Peer Factors Teacher Factors
• Less arguments among them • Knows her background better & knows what she is
• Several mainstream pupils are happy to help her good and not good at
• Identifies her preference reading materials

Student Factors
• She shows satisfactory improvement in reading
and she passed 10/12 constructs in LINUS BI
reading screening.
Physical Setting Curriculum & Resource
Factors Factors

• She gains more vocabulary by reading the • The module and other materials are
flashcards and posters around her. according to her level. Therefore, she can
do the activities given with minimum
guidance from the teacher