Case Study

A. Personal Data
Name: Justin
Age: 9 yrs old
Address: 109 Baltazar St. 5th ave. G. P. Cal. City
School: Grace Park Elementary School
Mother: Mary Ann Andaya
Father: Jessie Andaya
Siblings: Jenmark, John Michael, Mary Jenneth

B. Therapeutical Relationship
My client is Justine a friend of my son. He likes to play superhero toys like batman and spiderman. After he went from school he immediately get his toys and play. So, I talked with justine's mother about the case study that I will conduct with her son. She responded willingly that she will cooperate with me get information about justine.

C. Presenting Problem
According to the child- he loves to play rather than to study his lessons and practice reading.

According to the parents- Mr. and Mrs. Andaya notice that justine is a loving son but the problem is he never pay attention in reading his books.

According to the teacher- Justine is one of her students who is really kind, industrious and responsible when you give him a task.

D.1. Psychosocial History

Day 1 (9:00-9:15) I observe him
          (9:10- 9:45) Conversation w/ him
Day 2 March 5 (10:00 am ) We play together
                        ( 10:30- 11) Drawing
                        ( 11- 12:00) Reading books together

D. 2. Genogram

Family Tree

                                                                    Grand Father- Jose
                                                                    Grand Mother- Claring
                                                                    Father- Jessie
                                                                   Mother- Mary ann
                                                                   Siblings- Jenmark, Kelly, Mary Jenneth
                                                                   Justine-(middle child

D. 3. Socio Gram
At School
Persons Related to Him:
Kevin, Arthur, Joseph

At Home
Parents: Jessie and Mary ann
Siblings: Jenmark, Kelly, Amry Jenneth
Grand parents: Jose and Claring

D. 4.Self Mastery
Positive Attitudes
1. Industrious
2. Friendly
3. Lovable

Negative Attitudes
1. Spoiled
2. Tardy
3. too much playful

D. 5. Personality Dynamics (Relationship)
Justine is a very playful kid and I tried to play with him for at least 10 mins. and during that time I felt I'm starting to get tired but when I saw justine he still playful as ever.

D. 6. Personality Dynamics (Action)
Since my client is very friendly so I talk with him as if he is my youngest son. I told him that he is lovable and cute kid but you need to study before you play, give time to read your books.I said that he can start by reading the story of his favorite superheroes.

E. Theoretical Framework
 Theories of reading

• The traditional view

• The cognitive view

• The metacognitive view

• Conclusion

Just like teaching methodology, reading theories have had their shifts and transitions. Starting from the traditional view which focused on the printed form of a text and moving to the cognitive view that enhanced the role of background knowledge in addition to what appeared on the printed page, they ultimately culminated in the metacognitive view which is now in vogue. It is based on the control and manipulation that a reader can have on the act of comprehending a text.

The traditional view
According to Dole et al. (1991), in the traditional view of reading, novice readers acquire a set of hierarchically ordered sub-skills that sequentially build toward comprehension ability. Having mastered these skills, readers are viewed as experts who comprehend what they read.

• Readers are passive recipients of information in the text. Meaning resides in the text and the reader has to reproduce meaning.

• According to Nunan (1991), reading in this view is basically a matter of decoding a series of written symbols into their aural equivalents in the quest for making sense of the text. He referred to this process as the 'bottom-up' view of reading.

• McCarthy (1999) has called this view 'outside-in' processing, referring to the idea that meaning exists in the printed page and is interpreted by the reader then taken in.

• This model of reading has almost always been under attack as being insufficient and defective for the main reason that it relies on the formal features of the language, mainly words and structure.

Although it is possible to accept this rejection for the fact that there is over-reliance on structure in this view, it must be confessed that knowledge of linguistic features is also necessary for comprehension to take place. To counteract over-reliance on form in the traditional view of reading, the cognitive view was introduced.

The cognitive viewThe 'top-down' model is in direct opposition to the 'bottom-up' model. According to Nunan (1991) and Dubin and Bycina (1991), the psycholinguistic model of reading and the top-down model are in exact concordance.

• Goodman (1967; cited in Paran, 1996) presented reading as a psycholinguistic guessing game, a process in which readers sample the text, make hypotheses, confirm or reject them, make new hypotheses, and so forth. Here, the reader rather than the text is at the heart of the reading process.

• The schema theory of reading also fits within the cognitively based view of reading. Rumelhart (1977) has described schemata as "building blocks of cognition" which are used in the process of interpreting sensory data, in retrieving information from memory, in organising goals and subgoals, in allocating resources, and in guiding the flow of the processing system.

• Rumelhart (1977) has also stated that if our schemata are incomplete and do not provide an understanding of the incoming data from the text we will have problems processing and understanding the text.

Cognitively based views of reading comprehension emphasize the interactive nature of reading and the constructive nature of comprehension. Dole et al. (1991) have stated that, besides knowledge brought to bear on the reading process, a set of flexible, adaptable strategies are used to make sense of a text and to monitor ongoing understanding.

The metacognitive viewAccording to Block (1992), there is now no more debate on "whether reading is a bottom-up, language-based process or a top-down, knowledge-based process." It is also no more problematic to accept the influence of background knowledge on both L1 and L2 readers. Research has gone even further to define the control readers execute on their ability to understand a text. This control, Block (1992) has referred to as metacognition.

Metacognition involves thinking about what one is doing while reading. Klein et al. (1991) stated that strategic readers attempt the following while reading:

• Identifying the purpose of the reading before reading

• Identifying the form or type of the text before reading

• Thinking about the general character and features of the form or type of the text. For instance, they try to locate a topic sentence and follow supporting details toward a conclusion

• Projecting the author's purpose for writing the text (while reading it),

• Choosing, scanning, or reading in detail

• Making continuous predictions about what will occur next, based on information obtained earlier, prior knowledge, and conclusions obtained within the previous stages.

Moreover, they attempt to form a summary of what was read. Carrying out the previous steps requires the reader to be able to classify, sequence, establish whole-part relationships, compare and contrast, determine cause-effect, summarise, hypothesise and predict, infer, and conclude. 

F. Prognosis

According to the information I gathered, justine needs time for his studies but he cannot do it alone. so, his parents must also give time together with justine in reading books. In order that the child learns to do reading without his parents beside him. 

G. Therapeutic Plan

G.1. Knowledge Building

       -To be able to know the importance of reading.

G.2. Psycho motor Building 
       - To be able to read more books.


G.3. Attitude Building
       - To be able to change the child's priority by reading books instead of playing toys.


H. Specific Interventions


Knowledge                                   -Teaching the child of the possible effects                    - March 15, 2011
                                                              of reading in a child's life


Psycho motor                               - Scheduling the child to read different books               - March 16, 2011
                                                               
                                                  - He will read Fairy tales                                             - Afternoon


                                                  - Fables                                                                     - Night


Attitude                                       - Ask the child about what he learned from the              - March 18, 2011
                                                       books he read


                                                  - Let him differentiate his experienced in reading 
                                                      books from playing his toys.
                                                           


I. Therapeutic Progress
    
While I'm conducting the activities I saw the participation made by Justin and he is trying to give his attention in reading books. When I told him th effect of books on us he just became an active reader maybe because he saw just realize that books can help in excelling his studies. I asked him if he will choose toys than books and he said that he will read first and after that he will play. 




J. Therapeutic results
      
He now knew what to prioritize and I'm happy that he chose to read books than playing his toys. I'm not against toys but too much of that is dangerous for a child like him. I can say that there is possibility that he  can excel in his studies if he'll just continue reading books.


K. Summary, Conclusion, Recommendation


       At first he doesn't want to read books because he get used to play toys after he went from school, it is a habit that is hard to break. So I did my interventions gradually on him and I noticed that he's starting to read books because of the story I told him. 
      I think the child can make reading his habits if his parents will guide him in reading books. Parents are also responsible on their child's progress. I recommend that the parents of Justin must monitor justin's time so the child have a balance priority for books and toys.
     They can also accompany their child to go in book stores to buy new books so the level of enthusiasm of their child about reading books will continue.






L. Implication to Education and Assessment to 


Young Children
     
         As an global educator, I must give importance on how will my students will be able to read especially books. Reading is one of the basic needs that children must have. I will also think of means and ways of how they can easily read without any hesitation. 
  
                                           .