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
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 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 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 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.
3 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.
4 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.