LEARNER’S DATA SHEET

Name: ______________________________________ Birthdate: _________________________

Birth Place: ________________________________ Address: _________________________________
Educational Background
Kindergarten: _______________________________________________ Year: ______________________
Elementary: _______________________________________________ Year: ______________________
Secondary: _______________________________________________ Year/Sec.: __________________
Family Background

Mother’s Name (Maiden Father’s Name

Name)

Occupation
Birthdate
Birth Place
Age
Language Spoken
Highest Educational
Attainment
Training/Skills
Monthly Income

Name of Age Year/Grade School Graduated from/Currently Occupation

Brothers/Sisters Level/Educational enrolled
Achievement

Language Spoken:_______________________________ Hobbies: _________________________________

Talent/Skills: ___________________________________________________________________________________
Subject you like most: ___________________________ Subject you like least: _____________________
Highest Grade/Average Received: _________________________ Subject: _____________________
Lowest Grade/Average Received:_________________________ Subject: _____________________
Ambition:
_______________________________________________________________________________________________
_______________________________________________________________________________________________
 READING INTEREST INVENTORY

Name: _______________________________________________ Age: ____________ Year/Sec.: ________________

1.
Avai
Textbooks Magazine
labl
Newspapers Dictionary
e
Encyclopaedia Storybooks
rea
Comics Others (Please specify)
ding
______________________________________
mat
erials at home. (Please check)

2. Favourite Topics
Comedy Suspense
Fairy tale Science Fiction
Adventure Love story
Horror Others (Please specify)
_____________________________________

3. Do you like to read? ____________

Why?___________________________________________________________________________________________________

4. Rate your interest in reading. Encircle your choice.

1 2 3 4 5 6 7 8 9 10

5. How many hours do you spend reading in a day? ______________________________________________________

6. What is the title of your favourite story? _________________________________________________________________

7. What do you feel after reading?

________________________________________________________________________

8. Do you visit the library? How often? ____________________________________________________________________

9. Do you have television at home? If yes, how many hours do you spend in watching television?

_________________________________________________________________________________________________________

10. What is your favourite TV show?Why?

_________________________________________________________________________________________________________
11. Did your parents spend time reading or doing assignment with you? If Yes, how often?
_________________________________________________________________________________________________________
12. Do you like to go to school? Rate your interest in going to school.
1 2 3 4 5 6 7 8 9 10
Why?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
13. Do you like your English teacher? Rate your English teacher.
1 2 3 4 5 6 7 8 9 10
Why? ___________________________________________________________________________________________________
14. Rate your interest in your English subject?
1 2 3 4 5 6 7 8 9 10
Why? ___________________________________________________________________________________________________
15. Do you have a hard time reading in school? Why?
_________________________________________________________________________________________________________
16. Do you participate in classroom discussion? Rate your classroom participation.
1 2 3 4 5 6 7 8 9 10
Why?
_________________________________________________________________________________________________________
17. What are the things that you want to learn?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
 Name: ________________________________________ Age: __________

Name of School: ______________________________ Date: ___________

_______________
SLOSSONS ORAL READING TEST (SORT)
READING LEVEL

LIST P (20) LIST 1 (40) LIST 2 (60) LIST 3 (80) LIST 4 (100) LIST 5 (120)
1.see 1.with 1.game 1.safe 1.harness 1.cushion
2.look 2.friends 2.hide 2.against 2.price 2.generally
3.mother 3.came 3.grass 3.smash 3.flakes 3.extended
4.little 4.horse 4.across 4.reward 4.silence 4.custom
5.here 5.ride 5.around 5.evening 5.develop 5.tailor
6.can 6.under 6.breakfast 6.stream 6.promptly 6. haze
7.want 7.was 7.field 7.empty 7.serious 7.gracious
8.come 8.what 8.large 8.stone 8.courage 8.dignity
9.one 9.bump 9.better 9.grove 9.forehead 9.trace
10.baby 10. live 10.suddenly 10.desire 10.distant 10.applause
11.three 11.very 11.happen 11.design 11.anger 11.angle
12.run 12.puppy 12.farmer 12.bench 12.vacant 12.fragrant
13.jump 13.dark 13.river 13.dump 13.appearance 13.interfere
14.down 14.first 14.lunch 14.timid 14.speechless 14.married
15.is 15.wish 15.sheep 15. perform 15. region 15. profitable
16. up 16. basket 16. hope 16. destroy 16. slumber 16. define
17. make 17. food 17. forest 17. delicious 17. future 17. obedient
18. ball 18. road 18. stars 18. hunger 18. claimed 18. ambition
19. help 19. hill 19. heavy 19. excuse 19. common 19. presence
20. play 20. along 20. station 20. understood 20. dainty 20. merchant

SCORE
LIST 6 (140) LIST 7 (160) LIST 8 (180) LIST H.S. (200)
1. installed 1. administer 1. prairies 1. traverse LIST P _______
2. importance 2. tremor 2. evident 2. affable LIST 1 _______
3. medicine 3. environment 3. nucleus 3. compressible
4. rebellion 4. counterfeit 4. antique 4. excruciating LIST 2 _______
5. infected 5. crisis 5. twilight 5. pandemonium LIST 3 _______
6. responsible 6. industrious 6. memorandum 6. scrupulous
7. liquid 7. approximate 7. whimsical 7. primordial LIST 4 _______
8. tremendous 8. society 8. proportional 8. chastisement
LIST 5 _______
9. customary 9. architecture 9. intangible 9. sojourn
10. malicious 10. malignant 10. formulated 10.panorama LIST 6 _______
11. spectacular 11. pensive 11. articulate 11. facsimile
LIST 7 _______
12. inventory 12. standardize 12. deprecate 12. auspicious
13. yearning 13. exhausted 13. remarkably 13. contraband LIST 8 _______
14. imaginary 14. reminiscence 14. contrasting 14 .envisage
H.S _____
15. consequently 15. intricate 15.irrelevance 15. futility
16. excellence 16. contemporary 16. supplement 16. enamoured
17. dungeon 17. attentively 17. inducement 17. gustatory
18. detained 18. compassionate 18. nonchalant 18. decipher RAW SCORE
19. abundant 19. complexion 19.exuberant 19. inadequacy ____________
20. compliments 20. continuously 20. grotesque 20. simultaneous

Name: ________________________________________ Age: __________

SCORE
Name of School: ______________________________ Date: ___________
____________
WIDE RANGE ACHIEVEMENT TEST (WRAT-R) Revised Level 1
READING LEVEL

_______________
PRE-READING LEVEL

Two Letters in NAME

A R Z H I Q S E B O
A B O S E R T H P I U Z Q

FORMAL READING

cat see Red to big

work book Eat was him
how then open letter jar
deep even Spell awake block
size weather Should lip finger
tray felt Stalk cliff lame
struck approve Plot huge quality
sour imply humidity urge bulk
exhaust abuse collapse glutton clarify
recession threshold horizon residence participate
quarantine luxurious rescinded emphasis aeronautic
intrigue repugnant putative endeavor heresy

discretionary persevere anomaly rudimentary miscreant

usurp novice audacious mitosis seismograph
spurious idiosyncrasy itinerary pseudonym aborigines
 ANECDOTAL RECORD OF LEARNERS

Reading Test:
Pre-Test Post-Test
Slosson’s Oral Reading Test ____________________________ ____________________________
WRAT-R ____________________________ ____________________________
Phil-IRI ____________________________ ____________________________

Student’s Name Teacher’s Name

Date Narrative Report
and Signature and Signature
 Anecdotal Record of Learners:

Teacher’s Students’
Date Narrative Report Remarks Name and Name and
Signature Signature
 INDIVIDUAL SUMMARY RECORD
Name: ______________________________________________ Year/Section: __________________

School: _______________________________________________________ Date: _______________

SLOSSONS ORAL READING TEST (SORT)

Types of Miscues Miscue Self-Corrected

three tree
live layv
hide hid
better bitter
Mispronunciation what wat
sheep shape
station stasion
evening evining
design desin
dump domp
destroy destoey
hunger hanger
price pris
serious sirus
appearance appeasances
dainty deny
haze hiz
profitable promtible
interfere interfere
merchant merkant
society sosity
crisis cris
standardize strandize
antique antiki
deprecate defrecate
primodial primodal
auspicious assoscious
decipher desiper

Substitution grove group

courage coral
claimed climbed
define deepen
presence princess
installed instilled
customary customer
counterfeit contentment
prairies praises
twilight twenty
 proportional protentional
intangible intangible
remarkably remarkable
contrasting concentrating
inducement inducement
sojourn sodium
futility futently
timid timed
suddenly sunddenly
Insertion approximate approxinmate
contemporary crontemporary
whimsical swhimsical
along alon
delicious decios
promptly promly
speechless speeless
extended exended
tremendous trendous
Omission consequently consently
detained detain
evident evdent
memorandum memoradum
irrelevance irrevance
compressible compessible
excruciating excruciating
facsimile facsimile
contraband cotraban
enamoured enamour
gustatory gustory

against
desire
silence
vacant
gracious
malicious
spectacular
imaginary
Refusal to Pronounce dungeon
industrious
architecture
exhausted
reminiscence
compassionate
complexion
continuously
articulate
exuberant
grotesque
scrupulous
chastisement
inadequacy
simultaneous
 INDIVIDUAL SUMMARY RECORD
Name: ______________________________________________ Year/Section: __________________

School: _______________________________________________________ Date: _______________

WIDE RANGE ACHIEVEMENT TEST (WRAT-R) Revised Level 1

Types of Miscues Miscue Self-Corrected

should showld
lame lim
huge hag
imply imple
urge urd
Mispronunciation collapse colspole
clarify clarife
horizon horaizon
quarantine quaranteyn
luxurious losorious
heresy heresi
mitosis metosis
psuedonym posodum
weather water
sour sure
residence residence
rescinded resinide
emphasis emphahis
Substitution intrigue enteger
discretionary dictionary
persevere perverse
novice voice
audacious addictus
itinerary itirenary

putative puntative
Insertion miscreant miscretant
usurp unsurp
idiosyncrasy indiosyncrasy

Omission threshold tresold

humidity
exhaust
Refusal to Pronounce aeronautic
rudimentary
spurious
 INTRODUCTION

Reading is a complex process that requires a great deal of active participation on the part of
the reader. Reading is a basic life skill, it is a cornerstone for a child’s success in school and
throughout his life. Without the ability to read well, opportunities for personal fulfilment and
eventually the assurance of job success will inevitably lost. Reading is a means of language, of
communication, and of sharing, information and ideas.
We live in the world of print. From daily newspaper to the road signs, we can gleam how
vital reading is. For us to survive in school, in our workplace and even in our own homes, we must
have a full grasp of the rudiments of reading. Mastering the various requisite skills is a must and
from it emanates our sense of appreciation for the major role reading plays in our lives.
The essential skill in reading is getting meaning from a printed or written message. Reading
specialists would generally agree that reading skill includes the following components.
Certain abilities must be developed that work together to create strong reading skills. These
core abilities include:
a. Phonemic awareness
b. Alphabetical principle
c. Sound-spelling correspondence
d. Decoding ability
e. Spelling, vocabulary and writing
f. Comprehension skills.

A Grade Seven or High School student should already manifests the following
developmental reading behaviors.
1. Use the following skills and strategies effectively on a variety of texts.
2. Sustain interest and fluency through longer texts.
3. Able to return to a test and sustain meaning of length requires more than one sitting.
4. Solve unfamiliar words “on the run” without losing meaning.
5. Read silently most of the time.
 6. Move easily from fiction to non- fiction and vice versa.
7. Use one’s reading in writing.
8. Summarize a text.
To check the students reading level and skills a test was conducted. This is to evaluate if a
Grade Seven student of Lambunao National High manifest the above mentioned skills. This
research also aims to help the student cope up with her reading skills.

I. DATA GATHERING/MATERIALS AND INSTRUMENTATION

The test was conducted last October 10, 2014 at 3:00 P. M. at the Head Teacher’ Room of
Lambunao National High School LEC Campus.
Before the test was conducted the student was oriented that the result of the test has no bearing
on her grades, it is merely an assessment of her reading level. The Slosson’s Oral Reading Test was
first given. The student was given one sheet to read and another sheet was prepared for scoring
purposes. The student was asked to read the List P or the primer list and was told that if she
doesn’t know the pronunciation of the words and if it will take her more than five seconds to read
she may opt to say blank and proceed to the next word and continue until she finish all the listing
of the words. She was given 5 minutes to read each word.
A check mark ( ) was put after each error and a plus sign (+) after each correct word. The
number of correct word were entered at the bottom of each list. To find the child’s raw score for
reading. Count the total number of wordsshe was able to read correctly in all list and add the
words below the starting list for which she automatically receives credit. To obtain the reading
level, look up the value of her raw score in the table provided. To determine the reading level is to
take half the raw score.
To double check the reliability and validity of the result from the Slosson’s Oral Test the
researcher used the Wide Range Achievement Test or WRAT-R. WRAT-R is a standardized test
used to measure student’s word recognition skills. The test material consists of three-pre-reading
parts: (1) naming letters; (2) identifying and naming two letters by forms; (3) identifying and
naming two letters in a name, and one formal reading section which is pronouncing seventy five
(75) words.
The test was administered to the same student. Since the student is already 17 years old and
she is on the Grade Seven. The researcher proceeded to the formal reading portion wherein the
student is able to read the first three groups of words. In formal reading section, the student read
the words with ten seconds allowance for each word. To get the reading level, the researcher
counted the total score and to identify the level of word recognition a table of reference was used.

II. RESULTS/CONCLUSION
The following results were gathered:
Slosson’s Oral Reading Test (SORT)
List P 19 Raw Score: 93
List 1 15 ÷2
List 2 10 ________
List 3 10 46.5

List 4 10
List 5 8 Reading Level:

List 6 7 Middle of Grade 4

List 7 5
List 8 4
List 9 3

Wide Range Achievement Test (WRAT-R)

Pre-Reading 25 Raw Score: 65

Formal Reading 40 Reading Level:

Beginning of Grade 3

The result clearly shows that the student’s reading level based on Slosson’s Oral Test in
Reading is the Middle of Grade 4 and for the Wide Range Achievement Test, her level is Grade
3.The results shows that Jonalyn have a hard time in reading. She usually mispronounces the
words, omit some letters especially the letter n and r and ending letter of a word. She usually
inserted letter n in the middle of the words. For hard words she tends to guess the pronunciation
and tend to mumble some of the words. She replaces the sounds of /I/ to a /aI/ or vice versa, /a/
to /ou/, /p/ to /f/ or vice versa. She also have a problem in producing the /eI/, /ju/, /ae/, /th/,
/Ɛ/.She is having a problem on producing sounds especially the blending of consonants
letters.She haven’t mastered the proper decoding and blending of sounds of the letters in the
alphabet. According her the words on Slosson’s iseasier than on the WRAT-R the reason why she
got a higher score on the later.

III. RECOMMENDATIONS/SUGGESTIONS
Many people have reading problems, and a lot of them tried to hide it. The basic success to
reading is comprehension the ability to read and pronounce a word is no guarantee that the child’s
understood the meaning.

Based on her personal information sheet we cannot disregard the fact that the family
background is one of the consideration that we have to look into. Almost all of her sibling haven’t
reach college. Her parent’s haven’t graduated from elementary and their economic status had
greatly affect her outlook on education. She stop schooling for almost a year due to financial status
and almost all of her siblings married at younger age. She was forced to stop schooling last SY
2013-14 because of financial problem. Her parent’s support and guidance is also low because they
prefer to look for money than to cater their child’s emotional and educational needs. She is shy to
join in class discussion because she is afraid of discrimination and she knows she is labelled as
“slow reader” or “slow learner”.
All those factors may have contribute to her academic performance. If given a chance she can
improve since her interest to go to school is high. What she needs is a constant and motivation
from her parents and teachers.Reading begins the journey through one’s language development.
The teacher should motivate the stages, and language development begins with reading to our
child. As you read to the child, she will begin storing all kinds of information in her brain about
language and words, context, sentences, grammar, syntax, and the differing meanings of language.
Although she might be young to actively use this information, it will be stored and ready for use at
the future.
She also needs to develop reading habit. She needs to set time in reading. For remedial reading
activities teacher can use flash cards, tongue twisters, rhyming words show and tell to improve her
oral skills. For vocabulary word webbing, graphic organizers, crossword puzzles, word analogies,
anagram, and drills. The teacher should also teach the basic library skills especially the use of
dictionary for the student’s reference for spelling, pronunciation, definition, syllabication etc. The
reading material should be suited to the student’s level to avoid frustration. Constant motivation is
also necessary for her to continue schooling