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 MARLYN M. VICTORIANO BSED 3A Student
May 2014
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
1 I. INTRODUCTION A. Purpose of the Paper This paper sought to find out the reading skill of a Grade V learner at Brgy. Andagao, Kalibo, Aklan. This aimed to check or determine the respondents ability to recognize, pronounce and comprehend the words given to him with the use of reading materials.
B. Respondent A Grade V learner is my respondent. He is Mr. Ryan Reydean V. Icayan, an eleven year old learner from Andagao Elementary School. His parents are Mr. Ryan N. Icayan, a tricycle driver and Mrs. Rowena V. Icayan, a housekeeper. According to him, he likes to play basketball, swim and watch TV.
II. METHOD(S) USED In this paper, the reading diagnostician used the following reading diagnostic tests. First is the San Diego Quick Assessment (SDQA). It is a word recognition test that provides ten words each grade level, beginning with pre- primer level and continuing through grade eleven. The instruction suggests giving the student the ten words for one level typed on an index card. This test is easy to administer and require very little time. Second is the Slosson Oral Reading Test (SORT). It is designed to assess a subject level of oral word 2 recognition, word calling or reading level. It is a quick screening test to determine a students reading level. Third is the Wide Range Achievement Test (WRAT). It is an achievement test which measures an individuals ability to read words, comprehends sentences, spells and computes solutions to math problems. III. PROBLEM(S) OBSERVED A. San Diego Quick Assessment (SDQA) In this test, the learner got many errors in recognizing words. He lacked of skills in word recognition technique that is why he made frequent regression. Ryans basal line was in the level 2, wherein in this level he recognized all the words correctly. B. Slosson Oral Reading Test (SORT) In this test which focused on the proper pronunciation of words, I observed that my respondent mispronounced words like cushion and interfere. He lacked of proper sound discrimination. He was also stammering when he encountered new words. C. Wide Range Achievement Test (WRAT) The first thing that I observed on my respondent when I asked him to read the story was that he pointed words with his finger. He also failed to note crucial punctuation marks. When it comes to the comprehension check, in the first story which was about the Grasshoppers, he perfectly answered the questions that I have asked him, but in the second story which is about the John F. Kennedy Space Center, he got two errors because he did not understand the story due to his rapid reading. IV. ANALYS(E)S A. San Diego Quick Assessment Test (SDQA) Maybe the possible reason the child couldnt recognize a word was that the materials used are difficult and the learner has also inadequate word recognition skill. B. Slosson Oral Reading Test (SORT) I think the reason the respondent had difficulty in pronouncing the words was that other words were unfamiliar or new for him that is why he was in a hesitation in reading those words.
C. Wide Range Achievement Test (WRAT) Perhaps the reason a child could easily understand the first story was that the answers can already be found on the story being read while in the second one, the story was more complex and need of outmost understanding.
3 V. RECOMMENDATION(S) To improve the reading ability of a child the teacher and parents should do the following: For the learners teachers: 1. The teacher should guide the learners and advise them to keep on reading. 2. The teacher should praise the learners even for slight improvement and give them assurances that they are doing fine. 3. The teacher should train learners in reading and give frequent exercises in oral reading with proper expressions.. 4. Provide a strong motivation by stressing the values of reading. For the learners parents: 1. Parents should practice their childs skills in reading at home. 2. They should send their child to a specialist for the treatment of their childs defects. 3. They should avoid scolding or nagging when their childs performance is low because it will lessen the childs self-esteem. For the learners: 1. Learners should show willingness in reading. 2. Have more time in reading to develop skills in reading like pronunciation. 3. Practice reading to improve reading comprehension.
4 VI. APPENDICES The Respondent and Reading Diagnostician during Home-Based reading Diagnosis and Remediation at Brgy. Andagao, Kalibo, Aklan conducted on May 21, 2014.
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