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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



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
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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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 individual’s 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 can’t 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 couldn’t 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 couldn’t 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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