HOME BASED READING DIAGNOSIS AND REMEDIATION FOR ESL LEARNER 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. JAMILLARIN
Instructor
Aklan State University
College of Industrial Technology
Teacher Education Department







Submitted by
DENMARK B. FRANCISCO
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. ANALYSES 3-4

V. RECOMMENDATION(S) 4-5

VI. APPENDICES 6-7































I. INTRODUCTION

A. Purpose of the Paper
This analytical paper sought to find out reading difficulties and capabilities of an
ESL learner of Brgy. Andagao, Kalibo, Aklan. Immediate remedies were given to the
learner after the diagnostician analyzed and interpreted the results of the said reading
diagnosis and remediation.
B. Respondent
The respondent of this analytical paper is Ms. Mica Dela Cruz Alejaga, a resident
of Callachuchi Road, Brgy. Andagao, Kalibo, Aklan. She is now entering her fourth
grade level this coming opening of classes on June (S.Y. 2014-2015) at Andagao
Elementary School. She is nine years old. Her parents are Mr. Edgardo Alejaga and
Mrs. Jocelyn Alejaga.

II. METHODS USED
The reading diagnostician used the following methods in diagnosing the reading
problems of the respondent:
San Diego Quick Assessment (SDQA). This is a word recognition test that
provides 10 words at each grade level, beginning with pre-primer level and continuing
through grade 11. The instructions suggested giving the student the 10 words for one
level typed on a legal size bond paper. By starting two grades below the students grade
level, respondent was able to begin reading successfully.
Slosson Oral Reading Test (SORT). This oral reading test was given to the
respondent and is based on her ability to pronounce words at different levels of
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difficulty. The words have been taken from standardized school readers and the reading
level obtained from testing represents median or standardized school achievement.
Wide Range Achievement Test (WRAT). This is a brief achievement test
measuring reading comprehension. There are two levels given to the respondent; level
1 is normed for children ages 5-0 to 11-11; level 2 is normed for children aged 12
through adults aged 64.

III. PROBLEMS OBSERVED
A. San Diego Quick Assessment (SDQA)
Based in the rule of SDQA, the respondent should begin reading with the level
that is at least two years below his/her grade level assignment. The respondents grade
level is Grade 4, therefore, I instructed her to begin reading in level 1. The respondent
didnt make any mistakes in this level. However, as she continued reading and reached
level 3, she committed some errors and one of those errors is that she read the word
since as science. Another one, she pronounced the word frightened as freetend. She
has problem in sounding /i/ in some words. Her base level is level 3.
B. Slosson Oral Reading Test (SORT)
In this oral reading test, the respondent mispronounced 8 words out of 100 and
those words are puppy, field, suddenly, river, timid, hunger, silence, and anger. In this
case, faulty vowels and consonants are her problems. She cant pronounce vowel
sounds correctly like /i/ and /u/.


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C. Wide Range Achievement Test (WRAT)
The respondent mispronounced three (3) words when I instructed her to read the
story Grasshoppers. She omitted the letter /S/ in the word grasshoppers. Other words
that she mispronounced was live (she pronounced it as layv) and ground (she
pronounced in as groond). When I already asked her the correspondent questions,
she answered all the questions correctly. In the story The John F. Kennedy Space
Center, the respondent mispronounced one word only. She sounded the word off as of.
After she read the story, she got two (2) mistakes in comprehension questions.

IV. ANALYSES
A. San Diego Quick Assessment (SDQA)
Based on the mistakes of the respondent, she commits faulty vowels and
consonants. I noticed that she has problems in pronouncing the letter /i/ in some words.
Lets consider the word since which the respondent pronounced as science and
frightened which she pronounced as freetend. She cant differentiate the sounds /I/
and /aI/. I can say that the cause of this problem is poor word recognition. She doesnt
know the meaning of the word frightened and since when I asked her to define it.
B. Slosson Oral Reading Test (SORT)
Just like the case in SDQA, the respondent strongly commits faulty vowels and
consonants. Best examples of those mispronounced words are puppy as poopy,
hunger as hanger and timid as taimid. She cant differentiate the sound of some
vowels correctly. The best cause of this problem is that the respondent is lacking the
proper sound discrimination. Out of 100 words, she correctly pronounced 92 words.
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Based on the rule of SORT, take the half of raw score to determine the reading level.
Micas half score was 46 therefore; her reading level is 4.6 which is 6
th
month of fourth
grade.
C. Wide Range Achievement Test (WRAT)
The first story (Grasshoppers) that the respondent read, she doesnt commit any
mistakes in comprehension questions. This only means that she really understands and
comprehends the given selection. In this level (level 1) of WRAT, I can say that Mica is
an Independent reader. In the second story (The John F. Kennedy Space Center) that
she read, she committed two (2) mistakes. These mistakes are from questions which
answers are not really stated in the selections. One good example is the question
number 5 which states: Rocket testing is like the Fourth of July, why? In this case, the
learner is not familiar to the Fourth of July which is the Independence Day of U.S.A.
where during this day, people shoot firecrackers and sky rockets. I conclude that in this
level (level 2) of WRAT, the respondent is in Instructional reading level.

V. RECOMMENDATIONS
Based on my stated analysis, I, the diagnostician, recommend these following
remedies:
For learner:
1. Enrich her vocabulary by reading books and dictionary.
2. Improve listening/auditory skills.
3. Practice and develop writing skills.
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4. Engage in educational activities/games that could help enrich vocabulary
(examples: scrabble, word puzzle)
5. Develop proper sounding of words by participating in speech drills in class.
For parents:
1. Provide guidance in many different most significant features of printed words.
2. Guide them to use and use word parts which are most helpful in word
recognition.
3. Set up reading exercises at home which focus the childs mind in word meanings.
4. Encourage them to make reading a habit.
For teachers:
1. Give more training in auditory discrimination prior to phonetic instruction.
2. Carry on word comparison and word drills.
3. Help learners to utilize a variety of clues: pictures, word analysis with words
previously encountered.
4. Make completion or multiple choice sentences using often confused words.
5. Use visual aids to make drills meaningful.
6. Provide a speech drills activities in class.






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VI. APPENDICES
The respondent and the reading diagnostician during the Home Based Reading
Diagnosis and Remediation atBrgy. Andagao, Kalibo, Aklan conducted on May 21-23,
2013.





















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