My Reflection on EGRA
By George P. Lumayag
04.28.2019
Lucky are those teachers in the secondary curriculum because no need for them to teach their learners syllabicate letters in the formal setting. Unlike teachers handling Kindergarten, teachers in the secondary schools are having their Daily Lesson Plans (DLPs) specifying the topics based from the content standard set by DepEd. They would prepare instructional materials not limited to sentence patterns and poetical structures. However, taking account the teachers in the Kindergarten, they are equipped with patience as they tried their best to let their pupils syllabicate letters on the first hand of language acquisition regardless of what suitable method they might use in order for their pupils learn to read simple words. It is a great achievement of Kindergarten teachers when their pupils are able to read words, sentences, and paragraphs. But it has a corresponding counterpart of the parents/guardian. If the pupil learns in school, much better if the learner continuously learns reading at home.
But, what shall we do if our kid does not want to read? In Psychology, there’s the so-called late bloomer. Parents could not blame the teachers because, based on experience, they themselves could not force their kid to read simple words just because of the fact that the child has been utilizing his cellphone most of the time. If you have this problem, don’t you worry because you’re not alone. We have the same experience.
On the other hand, I’ve had read the journal of Margaret M. Dubeck and Amber Gove, entitled “The Early Grade Reading Assessment (EGRA): Its theoretical foundation, purpose, and limitations published in 2014. And as I did digest the rationale of such assessment I turned to be conscious of my kid’s performance in reading.
The Early Grade Reading Assessment (EGRA) is an oral student assessment designed to measure the most basic foundation skills for literacy acquisition in the early grades: recognizing letters, reading simple words, sentences and paragraph, and listening comprehension.
It’s EdData II developed the EGRA methodology and has applied it in 11 countries and 19 languages. It has been adopted and used by other implementing partners in more than 30 other countries and more than 60 other languages. Data from EGRA have been used for feedback on teacher practice in rigorous but easy-to-understand ways. Many countries have shown an interest in using it as a springboard to improve reading, and have gone on to redesign their teacher training around reading. Although EGRA hasn’t conducted its assessment in our district, but, it’s up to us, parents, of what should we do in order to motivate our kid/s to read letters, simple words, and sentences.
What I like in EGRA is that the key results from multiple surveys provide informative, grounded examples of how the assessment results are being used to inform both classroom practice and system-level policy. This is also a good way of assessing some of the skills that are needed for literacy acquisition of early graders.
Based on the journal, there are some tasks and sub-tasks presented. One of them is oral reading fluency distribution which I really value most as far as EGRA is concerned. The journal informs the concerned individuals the results of non-readers which would be a good objective in oral reading assessment. It’s also my adapted assessment system as an educator and as a parent to a child who does not want to read simple words. I am a failure when it comes to my strategies applied to my child in reading activity.
For me, EGRA is a good support to parents, schools and the Department of Education that tries to inform the government about the literacy acquisition in the early grades and it has credible assessment tools to gather sufficient results to support additional learning for early graders.
EGRA is using the non word reading as one of the sub-tasks in oral assessment. I am so conscious to that particular sub-task. I would say that non word reading is precisely beyond of what is standard. In my own phrase, “Those are the newly coined words”. It sounds good but there’s always a possible question, “Why does EGRA include the non word reading?” In my own concept of EGRA specifically pertaining to the non word reading sub-task, is that, it seems EGRA assesses the learner whether he could precise read and syllabicate the simple non words which are definitely unfamiliar to the child. These are exactly the newly invented words without meanings and rarely encountered by the learner in the formal setting. Now, do we introduce non word reading to our kids? Well, that might be good to early graders.
Well, as a teacher in the secondary curriculum, I would prefer only to the standard words as included in EGRA. There are so many words to be used from the dictionary, such as standard words rather than choosing non words or newly coined words. Basically, that is a part of their aims, purpose and objectives. I respect the authors and developers of EGRA. And I’m so impressed with them.
Online source: https://drive.google.com/drive/folders/0B9vq7KU2vUtueE01VWE0TWNtalk
04.28.2019
Lucky are those teachers in the secondary curriculum because no need for them to teach their learners syllabicate letters in the formal setting. Unlike teachers handling Kindergarten, teachers in the secondary schools are having their Daily Lesson Plans (DLPs) specifying the topics based from the content standard set by DepEd. They would prepare instructional materials not limited to sentence patterns and poetical structures. However, taking account the teachers in the Kindergarten, they are equipped with patience as they tried their best to let their pupils syllabicate letters on the first hand of language acquisition regardless of what suitable method they might use in order for their pupils learn to read simple words. It is a great achievement of Kindergarten teachers when their pupils are able to read words, sentences, and paragraphs. But it has a corresponding counterpart of the parents/guardian. If the pupil learns in school, much better if the learner continuously learns reading at home.
But, what shall we do if our kid does not want to read? In Psychology, there’s the so-called late bloomer. Parents could not blame the teachers because, based on experience, they themselves could not force their kid to read simple words just because of the fact that the child has been utilizing his cellphone most of the time. If you have this problem, don’t you worry because you’re not alone. We have the same experience.
On the other hand, I’ve had read the journal of Margaret M. Dubeck and Amber Gove, entitled “The Early Grade Reading Assessment (EGRA): Its theoretical foundation, purpose, and limitations published in 2014. And as I did digest the rationale of such assessment I turned to be conscious of my kid’s performance in reading.
The Early Grade Reading Assessment (EGRA) is an oral student assessment designed to measure the most basic foundation skills for literacy acquisition in the early grades: recognizing letters, reading simple words, sentences and paragraph, and listening comprehension.
It’s EdData II developed the EGRA methodology and has applied it in 11 countries and 19 languages. It has been adopted and used by other implementing partners in more than 30 other countries and more than 60 other languages. Data from EGRA have been used for feedback on teacher practice in rigorous but easy-to-understand ways. Many countries have shown an interest in using it as a springboard to improve reading, and have gone on to redesign their teacher training around reading. Although EGRA hasn’t conducted its assessment in our district, but, it’s up to us, parents, of what should we do in order to motivate our kid/s to read letters, simple words, and sentences.
What I like in EGRA is that the key results from multiple surveys provide informative, grounded examples of how the assessment results are being used to inform both classroom practice and system-level policy. This is also a good way of assessing some of the skills that are needed for literacy acquisition of early graders.
Based on the journal, there are some tasks and sub-tasks presented. One of them is oral reading fluency distribution which I really value most as far as EGRA is concerned. The journal informs the concerned individuals the results of non-readers which would be a good objective in oral reading assessment. It’s also my adapted assessment system as an educator and as a parent to a child who does not want to read simple words. I am a failure when it comes to my strategies applied to my child in reading activity.
For me, EGRA is a good support to parents, schools and the Department of Education that tries to inform the government about the literacy acquisition in the early grades and it has credible assessment tools to gather sufficient results to support additional learning for early graders.
EGRA is using the non word reading as one of the sub-tasks in oral assessment. I am so conscious to that particular sub-task. I would say that non word reading is precisely beyond of what is standard. In my own phrase, “Those are the newly coined words”. It sounds good but there’s always a possible question, “Why does EGRA include the non word reading?” In my own concept of EGRA specifically pertaining to the non word reading sub-task, is that, it seems EGRA assesses the learner whether he could precise read and syllabicate the simple non words which are definitely unfamiliar to the child. These are exactly the newly invented words without meanings and rarely encountered by the learner in the formal setting. Now, do we introduce non word reading to our kids? Well, that might be good to early graders.
Well, as a teacher in the secondary curriculum, I would prefer only to the standard words as included in EGRA. There are so many words to be used from the dictionary, such as standard words rather than choosing non words or newly coined words. Basically, that is a part of their aims, purpose and objectives. I respect the authors and developers of EGRA. And I’m so impressed with them.
Online source: https://drive.google.com/drive/folders/0B9vq7KU2vUtueE01VWE0TWNtalk