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!"#
Submitted to
PATRICK ANTHONY P. JAMILARIN
$nstructor
A%lan State University
College of $ndustrial &echnology
&eacher Education Department
'alibo( A%lan( Philippines
Submitted by
GISEALE C. DELA CRUZ
)SED !A Student
*ay !"+,
TABLE OF CONTENTS
Pages
I. INTRODUCTION
a Purpose of the paper------------+
b Respondent----------------+
II. METHOD(S USED
a &he San Diego .uic% Assessment------+
b &he Slosson /ral Reading &est-------+
c &he 0ide Range Achievement &est-----!
III. PROBLEM(S OBSER!ED
a &he San Diego .uic% Assessment------!
b &he Slosson /ral Reading &est-------!
c &he 0ide Range Achievement &est-----!12
I!. ANALYS(ES
a &he San Diego .uic% Assessment------2
b &he Slosson /ral Reading &est-------2
c &he 0ide Range Achievement &est-----2
!. RECOMMENDATION(S----------------,
!I. APPENDICES--------------------314
I. INTRODUCTION
A. P"#$%se %& '(e $a$e#
&his paper sought to find out the reading s%ills of a grade 2 learner at )gry
Andagao( 'alibo( A%lan &he reading diagnostician used one respondent to assess the
respondent5s specific 6ord recognition and comprehension s%ills
B. Res$%)*e)'
&he respondent5s name is Shie%ha *aris 7 7icolas( 8 years of age and an
incoming grade , this class opening She is studying at *arian 9igh 'alibo Foundation
$ncorporated She is the daughter of *r *ar% :ohn 7icolas and *rs 'aris &anya
7icolas She li%es to read boo%s( bro6se internet( 6atch &; and play 6ith their
neighbors She loves bi%ing too
II. METHODS USED
A &he San Diego .uic% Assessment is a 6ord recognition test that provides ten (+"#
6ords at each level( beginning 6ith the pre1primer level and continuing through grade
eleven &he SD.A provides fairly accurate estimate of a child5s ability to read grade
level material
) &heSlosson /ral Reading &est( is an oral reading test given individually and is
based on the ability to pronounce 6ords at different levels of difficulty &hese 6ords
have been ta%en from standardi<ed school readers and the Reading =evel obtained
1
from testing 6hich represents median or standardi<ed school achievement $t is
designed to assess a sub>ects ?level of oral recognition( 6ord calling or reading level@
C 0ide Range Achievement &estAComprehension
&he 0ide Range Achievement &est is an achievement test 6hich measures an
individual5s ability to read 6ords and comprehend sentences &he 0RA&, is the latest
offering in a test series first published in +8,4 &he various editions of the 0ide Range
Achievement &est (0RA&# have en>oyed 6idespread use in a variety of settings as a
measure of the basic academic s%ills necessary for effective learning( communication
and thin%ing
III. PROBLEM(S OBSER!ED
A &he San Diego .uic% Assessment
&he respondent recogni<ed the 6ords from primer up to grade ! level At grade 2
level( she failed to recogni<e t6o 6ords 6hich 6ere frightened and exclaimed $
observed that the respondent5s problem 6as omission She omitted letter d on the 6ord
frightened and exclaimed &he respondent5s base line 6as =ist ! and she 6as in
instructional level
) &he Slosson /ral Reading &est
&he respondent mispronounced one 6ord out of B" 6ords that resulted her to be
included in grade ! grading level but there 6ere some cases that she read and reread
the 6ords She 6as also good in pronouncing 6ords
C 0RA&AComprehension
&he respondent read t6o stories entitled the ?Crasshoppers@ and ?&he :ohn F
'ennedy Space Center She understood the story of the grasshoppers because she
6as able to ans6er all the comprehension chec% correctly She 6as on independent
level of reading /n the second story( it 6as difficult for her to ans6er the Duestions
because she did not understand the point of the story She got t6o correct ans6ers and
her level of reading 6as frustrational
I!. ANALYS(ES
A $n San Diego .uic% Assessment &est( the respondent omitted some 6ords *aybe(
she lac%ed concentration and read 6ords 6ithout understanding *aybe another
reason 6as due to her carelessness
) $n Slosson /ral Reading &est( the respondent read and reread the 6ords *aybe(
she lac%ed s%ills in 6ord recognition techniDue and she had inadeDuate sight
vocabulary Another reason 6as( maybe she got confused on the 6ords she read
C $n 0ide Range Achievement &est( the respondent reads 6ell the story entitled the
?Crasshoppers@ She got all correct ans6ers on the Duestion *aybe she understood
6hat the selection 6as trying to convey /n the second selection( ?&he :ohn F
'ennedy Space Center( she got t6o correct ans6ers *aybe( she did not understand
the content of the selection *aybe the respondent relied on the teEt and she based her
ans6ers on 6hat she read
2
! RECOMMENDATIONS
F%# Lea#)e#
+ 9ave time in reading
! $mprove reading comprehension
2 Enhance sight vocabulary
, Revie6 phonics to avoid 6ord confusion
F%# Lea#)e#+s Pa#e)'s
+ &rain child in reading by phrase or thought units
! Cive easy( interesting materials to read
2 *otivate child in reading and remediate her reading problems at home
, Provide guidance and assistance of 6hat the child learn from school
F%# Lea#)e#+s Tea,(e#
3
+ Advise learner to read carefully 6ith appropriate speed depending upon the
type of material
! $ncrease familiarity 6ith 6ords through meaningful eEercise and use of visual
aids to develop understanding
2 $ncrease sight reading vocabulary by using a combination of techniDues
, Use more appropriate visual aids to catch learner5s attention
!I. APPENDICES
&he respondent and the reading diagnostician during the 9ome )ased Reading
Diagnosis and Remediation at )rgy Andagao( 'alibo( A%lan conducted on *ay !+(
!"+,

3

4 4
4