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
FEB JOHN V. GERONIMO
BSED 3A Student







May 2014




TABLE OF CONTENTS
Pages
I. INTRODUCTION------------------------------------------------------------------------------------ 1
II. METHOD(S) USED-------------------------------------------------------------------------------- 1-2
III. PROBLEM(S) OBSERVED--------------------------------------------------------------------- 2-3
IV. ANALYS(E)S--------------------------------------------------------------------------------------- 3
V. RECOMMENDATION(S) ------------------------------------------------------------------------ 3-4
VI. APPENDICES ------------------------------------------------------------------------------------- 5-6















I. INTRODUCTION
A. Purpose
This paper sought to find out the reading problem of an ESL Learner at Brgy.
Andagao, Kalibo, Aklan. The Reading diagnostician also includes in this paper the
remedies on what to do to lessen the reading problems and difficulties of a reader
B. Respondent
The name of the respondent is Nino E. Francisco, 11 years old and the only son
of Mr. and Mrs. William C. Francisco. He lives at Santa Monica, Andagao, Kalibo, Aklan.
He is a grade VI learner at Andagao Elementary School. He likes watching movies and
playing volleyball.
II. METHOD(S) USED
In this paper, the reading diagnostician used the following reading test. These are:
A. The San Diego Quick Assessment
It is a word recognition test that provides 10 words at each level, beginning with
pre-primer level and continuing through grade eleven. The instructions suggest giving
the student the 10 words for one level typed on an index card. It is a list of words
categorized by grade level. It indicates how well a child is reading words at each grade
level and thus it can help to guide selection of material for reading practice.





B. Slosson Oral Reading Test (SORT)
It is designed to assess a subjects level of oral word recognition, word calling or
reading level. This instrument is not diagnostic measure nor does it measures all
aspects of reading such as word knowledge and comprehension.
C. Wide Range Achievement Test (WRAT)
It is an achievement test which measures an individuals ability to read words,
comprehend sentences, spell, and compute solutions to math problems. The test
currently is in its fourth revision.
III. PROBLEM(S) OBSERVED
A. San Diego Oral Quick Assessment
The respondent commits error in pronouncing one word like quietly. He has a
faulty pronunciation and he cannot recognize some word like quietly.
B. Slosson Oral Reading Test
The respondent cannot recognize six words like applause, interfere, harness,
develop, claimed, and dainty.
C. Word Range Achievement Test
The respondent completely answered all the comprehension questions in the first
story entitled Grasshopper and his reading level was Independent Reading Level. In the
second story entitled The John F. Kennedy Space Center, the respondent committed



wrong answers. He got three (3) correct answers out of five (5) questions in the
comprehension check. His reading level fell under the Instructional Reading Level.
IV. ANALYSES
A. Slosson Oral Reading Test
It is possible that the respondent mispronounced some words because he didnt
encounter it during the oral reading test, he pause between certain words and lack of
concentration.
B. San Diego Oral Quick Assessment
It is possible that the respondent mispronounced a word like quietly because he
had an ineffective reading comprehension. Maybe, he lacked concentration and some
of the words in the oral reading comprehension are unfamiliar.
C. Word Range Achievement Test
In the 1
st
reading comprehension, the respondent got a perfect answer because
maybe he read and understood the reading comprehension while in the 2
nd
reading
comprehension, he got 2 wrong answers, maybe he didnt understand the reading text
correctly.
V. RECOMMENDATIONS
For the learners teacher
1. The teacher should give time on his/her student about their reading deficiency.
2. The teacher must improve the performance of the students.



3. Analyze the disability of students and pupils.
4. She/he must be equipped with sufficient knowledge in diagnosing students
reading concern.
5. Shall give plenty of exercises in phonemic and structural analysis.
6. Use easier reading materials within their instructional level.

For the learners Parents
1. Dont rely on what school may offer to remedy your childs deficiencies in
reading; its always starts at home.
2. Give advice to motivate the child to read more.
3. Correct mispronounced words done by your child.

For the Learners
1. The learners should develop a proper posture in reading
2. Show willingness in reading and develop good pronunciation.
3. The learners should have a time in reading
4. Improve his/her performance in reading.









VI. APPENDICES
The Respondent and The Reading Diagnostician during the Home-Based Reading
Diagnosis and Remediation at Brg. Andagao, Kalibo, Aklan conducted on May 21- 23,
2014.