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
LEA I. IGAT
BSED 3A Student






May 2014
TABLE OF CONTENTS



I. INTRODUCTION . 1

A. Purpose of the Paper
B. Respondent

II. METHOD(S) USED . 1-2

III. PROBLEM(S) OBSERVED 2-3

A. San Diego Quick Assessment (SDQA)

B. Slosson Oral Reading Test (SORT)

C. Wide Range Achievement Test (WRAT)


IV. ANALYS(E)S . 3-4

A. San Diego Quick Assessment (SDQA)

B. Slosson Oral Reading Test (SORT)

C. Wide Range Achievement Test (WRAT)


V. RECOMMENDATION(S) . 4-5

VI. APPENDICES 6-7









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. Reading diagnosis will find out her reading skill
development in recognizing and pronouncing words and in comprehending particular
passages.
B. Respondent
The respondents name is Krista I. Inserto, 10 years of age and lives in Brgy.
Andagao, Kalibo, Aklan. Her parents name is Mr. Cesar Inserto a farmer and Mrs.
Victorina I. Inserto a housekeeper. She will be in Grade V learner in Andagao
Elementary School this coming school year. Krista like to plays basketball together
with her friends. She too like biking and watching television.

II. METHODS USED
In this, the reading diagnostician used three reading test materials the San
Diego Quick Assessment (SDQA), Slosson Oral Reading Test (SORT) and Wide
Range Achievement Test (WRAT). First is the San Diego Quick Assessment. This
is a word recognition test provided ten words for each level; begin from pre-primer to
grade eleven. There are factors that can determine how a child comprehends and
applies what he or she reads. In this test, the diagnostician can determine a childs
reading level and detect errors in word analysis.
Second, Slosson Oral Reading Test. This is designed to assess a childs level
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of oral word recognition, word calling or reading level. It is a quick screening test to
determine a students reading level. This is also a quick estimate to target word
recognition levels for the respondent.
Lastly, Wide Reading Achievement Test. This is a brief achievement test to
measures an individuals ability to read words, comprehend sentences and also to
spell. But in this study the diagnostician focused on how the respondent manifested
her reading skill by using these reading test materials.

III. PROBLEMS OBSERVED
A. San Diego Quick Assessment
From this assessment, I observed that if the words dont seem familiar to her she
foretell to pronounce the words carelessly. In this test I observed that she had
symptoms of faculty of vowels and consonants and reversal because sometimes
the word with the letter /m/ she pronounced it with /n/ for instance, exclaimed she
pronounced it exclained. She had a speech difficulty because from the start I
observed that she cant pronounce well a simple word like live, thank, believe, silent,
served and out. Like if she doesnt know how to pronounce it she get a clues out of
the letters then she execute in pronouncing it.
B. Slosson Oral Reading Test

Since my respondent is a grade V learner, I supposedly read to her the words
from the List 5. From this list it consists of 20 words but in that, she pronounced well
2
only 7 words so her total mistake is 13 words. The instruction asserts that if our
respondent did mistake from the list we started, we should move backward. So,
next is the list 4. From here she pronounced correctly 8 words. Going backward
again, in the list 3 she pronounced 14 words. In list 2 she pronounced well 16 words.
From the list 1, same performance with the list 2. She had a mispronounced of 4
words. And moving backward, in the last list, but in this list P she also
mispronounced 3 words. I observed that she doesnt have a base line from the list
given. She had a difficulty with the long words and unfamiliar words.
C. Wide Range Achievement Test
In the first story Grasshoppers, his performance was good because after he
read the story, I asked her a question regarding the story and she answered it all
correctly. But when it comes to the second story John F. Kennedy Space Center,
she got two errors because she did not understand well the passage.
IV. ANALYS(E)S
A. San Diego Quick Assessment Test (SDQA)
Maybe, the possible reasons why she cant pronounce correctly it is that she has
or limited vocabulary words. Another reason is she has inadequate sight
vocabulary.
B. Slosson Oral Reading Test (SORT)
In this reading test, I think the reason, she mispronounced words to all lists
maybe because she lacked reading experience, because she didnt even recognize
3
and pronounce correctly simple word.
C. Wide Range Achievement Test (WRAT)
Based on my observation, she belongs to the frustration level because she lacks
reading comprehension skills on the comprehension check in the John F. Kennedy.
Shes got only 2 points maybe because of the story and the question given. Maybe
she has a visual defect, weak in the techniques of getting the thought from
connected materials or maybe she lacks comprehension and/or maybe she doesnt
have a full of concentration.

V. RECOMMENDATION(S)
To improve the reading ability, the respondent, parents and the teacher/s:
For the learner:
1. Have a vacant time in reading.
2. Try to read a story to improve reading comprehension skills.
3. Make more practice in reading, in order to identify the comparison of the
same like tone, spelling and pronunciation.
For the learners parents:
1. Practice childs skills in reading at home.
2. Send their child to a specialist for the treatment of their childs defects.
3. Avoid scolding or nagging when their childs performance is low because it
will lessen the childs self-esteem.
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For the learners teacher/s:
1. Give clear instructions as to how to read effectively.
2. Provide a reading pronunciation drill. Shorten recitation period then
gradually increase the length as interest and attention are also gained.
3. Use visual aids to make drills meaningful and set up reading exercises
which focus the pupils mind in word meanings.



















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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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