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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
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

















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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 respondent’s
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
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recognition, word calling or reading level’’. It is a quick screening test to
determine a student’s reading level. Third is the Wide Range Achievement
Test (WRAT). It is an achievement test which measures an individual’s 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.
Ryan’s 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 couldn’t 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.



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V. RECOMMENDATION(S)
To improve the reading ability of a child the teacher and parents should do
the following:
 For the learner’s 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 learner’s parents:
1. Parents should practice their child’s skills in reading at home.
2. They should send their child to a specialist for the treatment of their
child’s defects.
3. They should avoid scolding or nagging when their child’s performance is
low because it will lessen the child’s 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.


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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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