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HOME BASED READING DIAGNOSIS & REMEDIATION FOR ESL LEARNERS OF

BRGY. ANDAGAO, KALIBO, AKLAN

An Analytical Paper

Submitted in Partial Fulfillment for the Course in

Developmental Reading

(EDUC. 20)

Submitted to

PATRICK ANTHONY P. JAMILARIN

Instructor

Aklan State University

College of Industrial Technology

Teacher Education Department

Submitted by

MANILYN B. AGUSTIN

BSED 3A Student

May 2014

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TABLE OF CONTENTS

I. INTRODUCTION 1

II. METHOD(S) USED 1-2

III. PROBLEM(S) OBSERVED 2-3

IV. ANALYS(E)S 3

V. RECOMMENDATION(S) 4

VI. APPENDICES 5-6

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1

I. INTRODUCTION

A. Purpose of the Paper

The purpose of this paper was to find out the reading skills of Grade 4

learner at Brgy. Andagao and to determine if the respondent has a problem or

difficulty in reading or otherwise.

B. Respondent

Last May 21, 2014, I went to Andagao to look for a respondent for reading

diagnosis and remediation. The child that I chose was Ian I. Nacar. He is already

10 years old and a Grade 4, section 2 learner of Andagao Elementary School.

His parents are Mr. Daniel Nacar, a construction worker and Mrs. Sherry I.

Nacar, a housekeeper. Ian is a friendly person and his hobbies are playing

volleyball together with his friends and also watching TV.

II. METHOD(S) USED

In this paper, the reading diagnostician used the following materials:

First is the San Diego Quick Assessment (SDQA). This is a list of words

categorized by grade level and it indicates how well the child is reading words at

each grade level and thus it can help guide selection of material for reading

practice. It is also use to find out if the readers can recognize a word. A second

instructional material is the Slosson Oral Reading Test (SORT). This is a quick

estimate of target word recognition levels and decoding (phonic) for children and

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2

adults. It is use to find out if he can pronounce a word. And the third instructional

material is a Wide Range Achievement Test. This measures an individuals ability

to read words, comprehend sentences, spell and compute solutions to math

problems. This material is about the comprehension level of respondent.

III. PROBLEM(S) OBSERVED

A. San Diego Quick Assessment Test (SDQA)

I observed that the respondent could not recognize some words like live

and thank in this material. He read fast but when it comes to the difficult words,

he pointed to words with fingers and he made a long pause in a certain word. He

was a Grade 4 learner but his base level was on the primer according to his

performance in the diagnosis.

B. Slosson Oral Reading Test (SORT)

In this test, the respondent cant pronounce some words like dainty,

against and excuse that belong to his grade level. While he read, I noticed that

he used to lisp and showed faulty in pronunciation especially in the difficult

words. But he is good in pronunciation when the words are usually common to

him. His base level in this material was on the list 2.

C. Wide Range Achievement Test (WRAT)

In the first story which is Grasshoppers, his performance was good

because after he read the story, I asked him a question regarding the story and

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he answered it correctly. But when it comes to the second story which is the John

F. Kennedy Space Center, he read it well but when it comes to the

comprehension, he belongs to the frustration level because he could not answer

all the questions that I asked him.

IV. ANALYS(E)S

A. San Diego Quick Assessment Test (SDQA)

The respondent couldnt recognize some of those words probably

because he lacked or limited of vocabulary words and lacks of skills in word

recognition techniques.

B. Slosson Oral Reading Test (SORT)

The possible reason the respondent couldnt pronounce well some of

those words is his sudden shift of handedness or he has fear in reading. It is also

possible that he has a faulty words analysis or lack of proper sound

discrimination.

C. Wide Range Achievement Test (WRAT)

Based on my observation, the possible reason the respondent belongs to

the frustration level is that he lacked concentration while reading rapidly without

understanding. It may be possible that the material is too difficult for his level of

comprehension.

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V. RECOMMENDATION(S)

To improve the performance of learner, the teacher should:

1. Develop reading directions by paying attention first to the beginning of

words before going to other parts or giving sufficient training.

2. Give plenty of exercise in phonetic and structural analysis to develop his

speech.

3. Increase familiarity with words through meaningful exercise and use of

visual aids to develop understanding.

Parents should:

1. Improve the reading ability and comprehension of learners, guide him and

advise to read carefully.

2. Guide the learners in his reading ability and understanding in a certain

instructional materials.

3. Use easier reading materials within their instructional level if the readers

find difficulty.

Learner should:

1. Practice his reading ability in recognizing a word.

2. Have enough time to exercise and develop his pronunciation.

3. Always read to improve reading comprehension.

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VI. APPENDICES

The Respondent and the Reading Diagnostician during the Home Based

Reading Diagnosis and Remediation at Brgy. Andagao, Kalibo, Aklan conducted on

May 21, 2014.

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