Malou

Republic of the Philippines
Northwest Samar State

University Rueda St., Calbayog City
6710
Website: http//www.nwssu.edu.ph
Email: main@nwssu.edu.ph
Telefax: (055) 2093657
Unlocking the Ears: A Diagnostic Report on a Grade 5 Pupil and Improving
the Learner's Listening Skills
A Diagnostic Report Presented To
Dr. Maria Lucil H. Dollado
In Partial Fulfillment of the Major Output 1 For the Course
PROGRAM ELECTIVE 1
PRESENTED BY:
Daniel E Tomnob
Harold R. Labolabo
November 10, 2023

6710
Telefax: (055) 2093657
TABLE OF CONTENTS
Abstract 1
Introduction 2
Methodology 4
Findings 15
Conclusion and Recommendation 21
Remediation Plan 22
References 23
Appendices 24
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ABSTRACT
This case study is inclined to interpret behavioral patterns of a female grade 5 pupil to its effects
to her listening and comprehension capabilities. These observations and findings will be consolidated to
provide an apt and thorough plan for combatting possible gaps and challenges uncovered as the study
progress.
The main consideration in conducting this study is the factors in which the study may affect, or
be affected by. These factors include the involvement of the stakeholders, intervention or remediation,
and the issues or factors contributing to the difficulties presented by the subject. In this study, we will
be dealing of adaptive ways and processes to which the diagnosis can be exercised so that the subject
and all parties involved will be comfortable and feel safe in expressing themselves, being able to
provide quality and authentic response to each test and procedure.
Within the process of the diagnosis, the researchers will be establishing a hypothesis, which will
be proven through testing and various or procedures, which will then be interpreted and consolidated to
form a concrete claim and create plans to which the researchers can form conclusions, recommendation,
and remediation. This study is inclined to provide a case-to-case view of a perspective of a developing
learner, which future researcher can further study to look for patterns of behavior, seek learning gap and
attempt to meet them, and ultimately, provide or recommend medical recommendation or intervention
if possible.
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I. INTRODUCTION
“Everything begins in the early years of a child as language and literacy are interconnected
domains of early childhood development,” Morato (2022) has stated on an online article which
talks about the ‘Literacy Development in the Philippines,’ the need to provide quality education
amidst the decline on the numeracy and literacy of the Filipino learners. She also added that
“Literacy is the cornerstone of development and learning to read in the first years of school in the
primary system is critical. In general, literacy is important as it lifts people out of poverty and
access to early childhood education is the answer in developing literacy.” With this, we seek ways
as to how we can employ literacy to the learners, in which we look at the enhancements of the
different macro skills.
One of the main problems of literacy in the Philippines is the lack of the ability of learners
to comprehend the lessons from the teachers/instructors, especially on their discussions. With this,
Yildirim (2016) also stated that “Listening has an important role both in daily life and in academic
contexts as it is crucial for people to sustain effective communication,” which is highly plausible
simply because listening skills are much being left behind compared to other macro skills.
Listening provides a vital role in learning as it is the skill providing a direct absorption and
interpretation of knowledge, which also encompasses the critical thinking skills of the learners.
Especially at an early age, listening skills is vital for learning as it provides a creative and
interactive way of delivering the lessons in front of the class.
In this case study, we devise a plan as on how we, the researchers, would use one of the
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most essential macro skills especially focusing on the listening skill of the children. This includes
providing listening tests for the subject (passages, short talks or conversations, and short stories) to
measure their listening proficiency, and devising a remediation plan for the subject, considering
the challenges the learners are experiencing, given the time constraint in relation to the duration of
the study.
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II. METHODOLOGY
Profile of the Subject
The subject, a 10-year-old female currently on fifth grade, residing at Brgy. Amampacang,
Calbayog City was the focus of the study. The subject was particularly chosen due to the subject’s
evident lack of comprehension especially on verbal instructions, which the subject’s parent also
added that the subject does not comprehend instructions on errands, especially when given
detailed instructions.
Diagnosis
In conducting the diagnostic tests, the researchers first have provided a copy of the consent
form to which the subject’s parent will read and sign, formally declaring their awareness to the
purpose of the diagnosis and to the purpose of the data which the subject will provide. The
following document is the consent form, provided with the signature of the subject’s parent.
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DIAGNOSTIC TEST CONSENT FORM
I, Maria Cristina T. Natural, hereby give my consent for the performance of a
diagnostic test by the researchers Daniel E. Tomnob and Harold R. Labolabo.
Purpose of the Test: The purpose of this test is to evaluate the subject’s listening abilities,
strengths, and weaknesses. It determines their baseline skills in understanding spoken language,
including comprehension, vocabulary recognition, and understanding context. The test identifies
areas of difficulty, such as specific vocabulary or understanding speech patterns. It provides
valuable data for educators and learners to tailor instruction and develop strategies to improve
listening skills. The test establishes a starting point to measure progress and set realistic learning
objectives. Ultimately, the goal is to equip the subject with improved listening skills for effective
communication in academic, professional, and social interactions through a remediation plan.
Test Procedure: I have been informed of the nature of the test, the expected duration, and the
steps involved in conducting the test. I understand that the test will be performed by qualified
healthcare professionals and that I may experience certain sensations, discomfort, or side effects
associated with the procedure.
Benefits and Risks: I have been informed of the potential benefits of the diagnostic test, as well
as any known risks, complications, or effects that may occur. I understand that there may be
alternative tests or procedures available, and I have had the opportunity to discuss these options.
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Confidentiality: I understand that my test results and any associated medical information will be
kept confidential in accordance with applicable laws and regulations. Only authorized researchers
will have access to my information.
Voluntary Consent: I acknowledge that participation in this diagnostic test is entirely voluntary.
I have had the opportunity to ask questions, seek clarification, and express any concerns I may
have. My decision to undergo this test is made of my own free will, without any external pressure.
Withdrawal and Revocation: I understand that I may withdraw my consent at any time during
the test or procedure, and I am free to discontinue participation without prejudice.
Results Disclosure: I understand that I will be informed of the test results and their implications,
and I may request further explanation if needed. The healthcare provider will discuss treatment
options and recommendations with me, if applicable.
Publication and Research: I acknowledge that the results of this test may be used for research,
statistical analysis, or publication purposes, but my identity will remain confidential.
By signing below, I confirm that I have read and understood the information provided in
this consent form and agree to undergo the diagnostic test as described.
___________________________
Maria Cristina T. Natural
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Parent’s Signature over printed name
Before formally conducting the diagnostic tests, the researchers have first conducted an
interview for the parents. The interview to be conducted is a semi-structured interview for the
parents to answer, the following are the questions intended for the parent to answer:
1. What behavior/s do you notice from your child at home?
2. Does he/she understand and follow your instructions?
3. Does he/she listen to you when you speak to her?
4. Do you have any difficulty in having his/her attention? If yes, briefly explain.
5. What are the things you do when he/she can’t hear you?
In delivering the interview, the researchers may translate the questions into a language
which the parent may be more familiar of, allowing them to better understand and provide
answer for the question.
Following the interview, the researchers also have conducted an observation towards the
subject, observing the behavioral patterns of the subject, specifically on the subject’s
conversational and communication behavior, their physical and facial expression, and response
to other’s verbal input.
The tests conducted on the process of the diagnosis lasted for two consecutive days, with
the session starting with the first one hour and twenty-five minutes, then a ten-minute short
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break, and continuing with another one hour and twenty minutes, with each session lasting for
three hours.
In the process of testing for the listening skills of the subject, we have cited specific test
to which we will apply in relation to the subjects predetermined level of listening
comprehension skill. These tests namely: Repetition test, following directions test, and
comprehension test was conducted consecutively, with each test adjusted to the level of the
subject based on the result of the previous tests and procedures conducted.
The first test, the repetition test, aims to determine the comprehension skill of the subject
and enhance their ability to grasp and process auditory information accurately, being able to
accurately repeat the statements provided, helps the subject develop their focus and
concentration, and lastly, promote the retention of information by reinforcing key vocabulary,
expressions, and sentence structures that the subject encounter repeatedly. This test collectively
contributes to the sharpening of listening skills, aiding the subject in their academic pursuits and
overall communication abilities. In conducting such test, we have used the following items:
Virus
EASY Bubbles
Silence
MODERATE Break a leg
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The apple of my eye
Cloudy weather
The cat chased the mouse around the house.
DIFFICULT Please pass me the salt and pepper.
Don't forget to lock the door before leaving.
Following the first test, the second test conducted, which is a test for following
directions, aims to evaluate the subject’s ability to comprehend and process complex verbal
information efficiently, reflects the subject’s analytical skills, gauges the subject’s attention span
and focus and assessing listening skills through following directions, helps ascertain the
subject’s level of critical thinking skills and problem-solving abilities. In conducting this test,
the following test items have been utilized:
Following Instructions Test
Test 1
1. Write your first name in cursive at the top of your paper.
2. Draw a big square below your name.
3. Color the square with a shade of blue.
4. Draw a circle inside the square.
5. Draw a star to the right of the square, making sure it has five points.
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6. Write the word "cat" using small letters below the circle.
7. Draw a tree inside the circle.
8. Encircle your name.
9. Color the star yellow.
10. Fold the paper twice.
Test 2
1. Stand up and spin around three times.
2. Clap your hands once and then touch your toes.
3. Put your hands on your waist.
4. Jump three times
5. Sit back down in your seat.
The third test, which is a comprehension test, is a set of passages and short stories. This test
aims to evaluate the subject’s ability to understand and comprehend spoken language. This test
typically involves listening to audio recordings or spoken material, such as conversations, lectures,
interviews, or narratives, which could also be non-electronic and is read aloud by someone, after which
tests subjects would be answering questions or performing tasks based on the content heard. In this test,
we have utilized the following items:
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After the researchers have read aloud the passage or text to the subject, the researchers will then
deliver the following questions:
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1. Who is getting ready for school?
2. Who is Mingming?
3. What did Lida put in her bag?
4. Why should Lida sleep early?
5. What did she eat for breakfast?
6. How will Lida go to school?
7. Who did Lida look before going to school?
8. What do you think she feel when she did not see Mingming?
9. Where did she find Mingming?
10. What do you think did she feel when she found Mingming in her bag?
The first comprehension test is then followed by a second test, but with a much different
approach, incorporating audio-visual input for the subject, which we believe may be beneficial due to
the appropriateness in relation to the age of the subject along with their interest. The following text is a
copy of the short story utilized for the testing process, and the original material used for testing is a
video of the short story sourced online.
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After the researchers allow the subject to watch and listen to the short story, the subject
is then asked with the following questions:
1. Where was the lion sleeping?
2. Why did the lion become angry?
3. What excuse did the mouse make to set himself free?
4. Who was caught in the net?
5. What did the mouse do to free the lion?
6. Who became friends in the end?
7. Why do you think that the lion and the mouse became friends?
8. What do you think the story tells us about?
The questions mentioned above can and will be translated into a language more
understood by the subject, as the purpose of this test is to simply identify the subject’s
comprehension, and that there is no relevance and affliction of the language used to the answers
that the subject may provide.
After the tests and procedures have been conducted, the answers and results will be
consolidated for the researchers to create a hypothesis and formulate findings, which they will
be utilizing in devising a recommendation and remediation plan.
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III. FINDINGS
Interview Findings
The interview conducted for the parent has opened paths in specifying some gaps to the
listening skills of the subject. When asked with the question “What behavior/s do you notice from
your child at home?”, the subject parents stated that as it is normal behavior for a child, it is only
expected that the subject has quite short attention span, and that the subject is very energetic and
curious about the things that may take the subject’s interest. When asked if “Does he/she
understand and follow your instructions?”, the subject’s parent specified that there are times that
she does understand and follow, and times that there are times that she cannot understand
instructions therefore cannot execute them accordingly, and that there would be a need for
thorough explanation for the subject to understand the instructions. Then, when the subject’s parent
is asked if “Does he/she listen to you when you speak to her?”, the subject’s parent said that most
of the time, the subject is able to listen and even respond to the statements she provides, and that
there are some times that also the subject does not respond, and is also showing signs and
mannerisms implying that the subject does not understand the statement, but does not verbally
declare it.
On the fourth question given “Do you have any difficulty in having his/her attention?”, the
parent pointed out that yes, it is hard to call the attention of the subject at times, as the subject can
become easily distracted by noises, especially that they live near the road, and that the urge to seek
companionship with peers occupy the subjects mind from time to time, and the natural curiosity of
the subject makes her focus to a variety of things around her. On the final question given, asking
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“What are the things you do when he/she can’t hear you?”, the subjects parent simply stated that
there are times that it is necessary to increase the volume of the voice to be heard, and there are
also times that she seeks for the child directly, but at times when the subject is simply distracted
form other things even when beside her, a simple tap can be sufficient in calling the subject’s
attention.
Generally, the interview with the subject’s parent provided us, the researchers, with vital
information, which we can utilize and bear in mind as we proceed further with the other testing
procedures. It is notable that the subject, possibly has short attention span, and may have difficulty
in contextualizing the message from an audio input, which could also be caused by the home
environment, or the community which the subject lives.
Observation Findings
Having the hypothesis of the subject’s behavioral status and condition, the observation serves
as another step in seeing viable means as to proving such hypothesis. The observation process was
conducted only observing the subject’s routine, including doing household chores, errands, playing
with friends and peers, watching television, and the subject having a tutoring session of the school
lessons with the subject’s parent. Most of the routines done by the subject consisted of socializing
with others, implying that the subject enjoys communicating with others, and within these
communication, the subject was proven to at times, not understand entirely auditory inputs, one
instance is that the subject was playing with her friends, and that the children provided the rules of
the game, and yet there had been conflict due to the misunderstood rule by the subject, which the
subject then understood after being fully explained and enlightened by her other friends.
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Another notable factor being observed from the subject is when during their television
session with the subjects’ parents, she tend to ask her parents for the meaning of certain points
within the dialogues of the characters on the television, which the parents would promptly provide
answers to. Lastly, on the tutoring session of the subject and her parent, the subject’s parent would
read aloud the statements within the book, and followed by some questions for the activity portion.
The subject would at times ask her parent to repeat certain points from the text, and sometimes the
instructions of the activity itself.
In this observation process, some leads as to the learner’s listening difficulties are
highlighted. The learner’s short attention span could be the cause of not being able to completely
listen to auditory inputs and command from others, or it could also be that the subject does not
understand completely the technicalities of speech being used (the pauses, sentence formation,
etc.). It would also be remarkable to be able to note the more positive side of the observation,
which is that the subject’s curiosity may be a key towards better learning, as being the case within
the television session, the subject being curious of the intended meaning of the characters on the
television, and with the proper guidance of the subject’s parents toward explaining concisely, the
subject was able to learn.
Test Findings
Within testing, bearing in mind the assumptions from the previous procedures, the test items
being utilized was modified to meet the learner’s capabilities, level of knowledge, interests, and
learning styles. These modifications are made to ensure the test is achievable for the subject while
remaining authentic to meet the objectives of the testing process.
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On the first test conducted, which was the repetition test, the researchers read aloud the
words, phrases, or sentences, and the subject will attempt to simply repeat what the researcher said.
On the easy category, the subject was able to promptly repeat the words given. On the moderate
category, the subject was able to repeat correctly two of the phrases, and on the third phrase,
instead of saying “cloudy weather,” the subject said “cloudly weather”. On the difficult category,
the subject was able to repeat correctly the first and third statement provided, with the second
statement saying “please pass me the salt and paper” instead of saying “please pass me the salt and
pepper.” This test concludes that the subject, being more able to repeat the simple words, probably
most that are being encountered within classroom setting, and there are some that is somewhat
being filtered out by the hearing of the subject, not being able to fully listen to what is heard.
Overall, the hearing capability of the subject does not seem to be having difficulties, and the
hearing ability of the subject is right in comparison to the hearing ability of other children on her
age.
The Second test, which is a test for following directions, the subject is provided with
instructions which she will try to do or act out accordingly. The subject will be provided with the
materials necessary for testing, and that the subject will not be given time to think, but will be
given time to execute the said instructions. On the first part of the test, which consists of ten items,
the subject was able to properly execute eight out of the 10 instructions given, specifically having
mistaken on items six and seven, in which item six states to “Write the word "cat" using small
letters below the circle,” which the subject responded by writing the word “cat” but with a capital
C, which may be due to the subject recognizing the word as a noun, subconsciously writing it down
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in capital initials. Then, item seven instructing the subject to “Draw a tree inside the circle,” which
the subject responded by drawing the tree on the left side of the circle. When asked why did she
respond this way, the subject insisted that she heard the instructions being “Draw a tree on side the
circle.” This occurrence may be a manifestation of selective hearing, or simply that the occurrence
may just be coincidental. On the second part of the test, the subject achieved a remarkable result,
with four out of five instructions being done correctly, only having trouble with the second test
item instructing the subject to “Clap your hands once and then touch your toes.” The subject
responded to the first half of the instructions, then confusedly putting her hands on her knees. This
could be an implication that the subject could only handle a handful of information of information
and instructions to execute properly and be able to coordinate her thought with her motor skills.
Lastly, the comprehension test is conducted, which is a set of two stories, one being read by
the researchers, and the other being an audio-visual presentation. The first story being read to the
subject, is the story “Where is Mingming?”. On the process of listening, the subject at times would
ask the researcher to clarify certain words or phrases, which the researcher would promptly respond
to. After the listening process, the subject is then given the questions to answer. In answering the
questions, the subject was able to answer the literal level of the test, answering questions in “who,
what, when, and where” format. In the inferential level, there seem to be a slight difficulty,
especially in the subject’s attempt to try and formulate and compound her ideas, and visible
mannerisms like looking up and scratching head further indicates the phenomena, but after some
time, the subject was able to construct a sufficient answer. In the Critical level, which the subject is
asked with her opinions are with certain matters, the subject was quite able to express her ideas in a
simple manner, and was able to sympathize with the character in the story as she added that she
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also has a pet, which she would be greatly sad if it should get lost.
On the second story, provided with an audio-visual presentation, the subject was able to listen
to the story without interruption, and it is notable that in the process of listening, the subject was
able to perform several facial expressions which could indicate that she is understand and is
following the story progression within the presentation. After being given with the presentation of
the story, the subject is then now provided with the questions. On the literal level, consistent with
the results from the previous test, the subject was able to answer the most basic “who, what, and
where” questions, one key difference is that the subject was able to smoothly express her thoughts
with little to no pause. On the inferential level, the subject was also able to answer the “why”
questions, reasoning out the causes of certain flow of events within the story. On the critical level,
the subject had a short pause, but was able to enumerate when asked about her opinions with
regards to the cause of the characters’ friendship. When asked, the subject was also able to provide
the morals and the purpose of the story.
It is highly remarkable that there is a big difference when it comes to the method or ways of
how delivering the listening process to the subject can affect their comprehension level, the subject
being able to perform and immerse more to the materials which would be of greater interest to her.
It would also be highlighted that the subject can be more inclined to listen to materials which are
relevant to her, similar to the first story provided which the subject can relate to with having a pet
cat. In summary, this test proves that the subject may have some difficulties and challenges on their
listening abilities, but provided with a material that can tailor her needs, there is a high probability
for successful comprehension and understanding.
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IV. CONCLUSION AND RECOMMENDATION
In the Duration of the parents’ interview, subject observation, and the testing process
consisting of different variations and levels, it is safe to say that there is a learning gap on the
subject due to the subject’s age, as the subject cannot fully process and understand auditory inputs,
and that there is also a need for the subject to engage more with materials and methods that would
best suit her interests and needs. The subject is still a child, and it would be normal for the subject
to have much favor on listening to materials presented in a more creative manner.
To the parents of the subject, it is highly recommended for the subject to have stories within
the lessons provided with pictures and illustrations, as this study proves that the subject can much
possibly understand context within visual diagrams. It would be also helpful for the subject to
immerse into television programs that are conversational and informative in a creative manner,
children’s show can also be an option, but of course, the parents should also monitor the subject’s
time allotment in watching television.
To the subject’s teachers, it would also be recommended that they present lessons creatively
in class, and to also speak in a manner that can be engaging, provide them with motivation and
relevance. Also, the teacher should utilize instructions in teaching which can be easily understood
by the subject, and if not, give time to thoroughly explain the instructions.
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V. REMEDIATION PLAN
Given all the discoveries and knowledge gained in the previous processes of the diagnosis,
the researchers have come up with a plan that caters the subject’s needs and interests, which can be
also relevant considering the subject’s level of learning capabilities.
The remediation process consists of several materials for listening, both audio-visual and
auditory. The audio-visual materials are meant to provide a bridge for the learner, which they will
be adapting to the more unfamiliar process of simply listening through sessions of story readings.
The remediation will be conducted with four sessions scheduled every Saturday, three
o’clock in the afternoon up until five o’clock in the afternoon. The sessions will be subject to
chance and modification if ever new circumstances or patterns may arise, but will be duly
implemented. At the end of the remediation process, if the remediation is deemed unsuccessful, the
researchers will be giving recommendation for further analysis and remediation.
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VI. REFERENCES
Morato, P. (2022). Literacy development in the Philippines. philstar GLOBAL.
https://www.philstar.com/opinion/2022/12/16/2231106/literacy-development-philippines
Pado, F., Alcazar, M., Salvador, A. M., et. al. (2013). Let's Begin Reading in English. DepEd-
IMCS, 55-56.
http://dlrciligan.weebly.com/uploads/5/0/8/0/50800379/let’s_begin_reading_in_english_2-
unit_1.pdf
Tales with GiGi. (2015). The Mouse and the Lion - Fairy Tales and stories for children [Video].
YouTube. https://www.youtube.com/watch?v=TjiQY-JZbXY
Wittychimp Team. (2023). The Lion and The Mouse Questions and Answers. Witty Chimp.
https://www.wittychimp.com/the-lion-and-the-mouse-questions-answers/
Yıldırım, S., Yıldırım, Ö. (2016). The importance of listening in language learning and listening
comprehension problems experienced by language learners: A literature review. Abant İzzet
Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16 (4), 2094-2110.
https://dergipark.org.tr/tr/download/article-file/291967
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VII. APPENDICES
DIAGNOSTIC TEST CONSENT FORM
I, Maria Cristina T. Natural, hereby give my consent for the performance of a
diagnostic test by the researchers Daniel E. Tomnob and Harold R. Labolabo.
Purpose of the Test: The purpose of this test is to evaluate the subject’s listening abilities,
strengths, and weaknesses. It determines their baseline skills in understanding spoken language,
including comprehension, vocabulary recognition, and understanding context. The test identifies
areas of difficulty, such as specific vocabulary or understanding speech patterns. It provides
valuable data for educators and learners to tailor instruction and develop strategies to improve
listening skills. The test establishes a starting point to measure progress and set realistic learning
objectives. Ultimately, the goal is to equip the subject with improved listening skills for effective
communication in academic, professional, and social interactions through a remediation plan.
Test Procedure: I have been informed of the nature of the test, the expected duration, and the
steps involved in conducting the test. I understand that the test will be performed by qualified
healthcare professionals and that I may experience certain sensations, discomfort, or side effects
associated with the procedure.
Benefits and Risks: I have been informed of the potential benefits of the diagnostic test, as well
as any known risks, complications, or effects that may occur. I understand that there may be
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alternative tests or procedures available, and I have had the opportunity to discuss these options.
Confidentiality: I understand that my test results and any associated medical information will be
kept confidential in accordance with applicable laws and regulations. Only authorized researchers
will have access to my information.
Voluntary Consent: I acknowledge that participation in this diagnostic test is entirely voluntary.
I have had the opportunity to ask questions, seek clarification, and express any concerns I may
have. My decision to undergo this test is made of my own free will, without any external pressure.
Withdrawal and Revocation: I understand that I may withdraw my consent at any time during
the test or procedure, and I am free to discontinue participation without prejudice.
Results Disclosure: I understand that I will be informed of the test results and their implications,
and I may request further explanation if needed. The healthcare provider will discuss treatment
options and recommendations with me, if applicable.
Publication and Research: I acknowledge that the results of this test may be used for research,
statistical analysis, or publication purposes, but my identity will remain confidential.
By signing below, I confirm that I have read and understood the information provided in
this consent form and agree to undergo the diagnostic test as described.
___________________________
Maria Cristina T. Natural
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Parent’s Signature over printed name
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Republic of the Philippines

Northwest Samar State

Unlocking the Ears: A Diagnostic Report on a Grade 5 Pupil and Improving

the Learner's Listening Skills

A Diagnostic Report Presented To

Dr. Maria Lucil H. Dollado

In Partial Fulfillment of the Major Output 1 For the Course

November 10, 2023

Conclusion and Recommendation 21

provide quality and authentic response to each test and procedure.

different macro skills.

interactive way of delivering the lessons in front of the class.

Profile of the Subject

DIAGNOSTIC TEST CONSENT FORM

I, Maria Cristina T. Natural, hereby give my consent for the performance of a

diagnostic test by the researchers Daniel E. Tomnob and Harold R. Labolabo.

areas of difficulty, such as specific vocabulary or understanding speech patterns. It provides

communication in academic, professional, and social interactions through a remediation plan.

associated with the procedure.

will have access to my information.

the test or procedure, and I am free to discontinue participation without prejudice.

options and recommendations with me, if applicable.

statistical analysis, or publication purposes, but my identity will remain confidential.

Parent’s Signature over printed name

1. What behavior/s do you notice from your child at home?

2. Does he/she understand and follow your instructions?

3. Does he/she listen to you when you speak to her?

answer for the question.

to other’s verbal input.

to which we will apply in relation to the subjects predetermined level of listening

MODERATE Break a leg

The apple of my eye

The cat chased the mouse around the house.

DIFFICULT Please pass me the salt and pepper.

Don't forget to lock the door before leaving.

the following test items have been utilized:

Following Instructions Test

1. Write your first name in cursive at the top of your paper.

2. Draw a big square below your name.

3. Color the square with a shade of blue.

4. Draw a circle inside the square.

7. Draw a tree inside the circle.

8. Encircle your name.

9. Color the star yellow.

10. Fold the paper twice.

1. Stand up and spin around three times.

2. Clap your hands once and then touch your toes.

3. Put your hands on your waist.

4. Jump three times

5. Sit back down in your seat.

we have utilized the following items:

deliver the following questions:

1. Who is getting ready for school?

3. What did Lida put in her bag?

4. Why should Lida sleep early?

5. What did she eat for breakfast?

6. How will Lida go to school?

7. Who did Lida look before going to school?

9. Where did she find Mingming?

video of the short story sourced online.

is then asked with the following questions:

1. Where was the lion sleeping?

2. Why did the lion become angry?