0 оценок0% нашли этот документ полезным (0 голосов)
29 просмотров9 страниц
This document summarizes a reading diagnosis and proposed remedies for an ESL learner from Brgy. Andagao, Kalibo, Aklan.
The diagnosis used several reading tests to identify problems: the learner performed well on word recognition but struggled with pronunciation and comprehension. Analysis found the learner may have visual issues from screen time, lack of concentration, and materials too difficult for their level.
Recommendations include having the learner spend more time reading, less screen time, asking for help, and using materials at their level. The parents should monitor reading, encourage eye exams, and correct issues. The teacher should provide phonics exercises, guide comprehension, and ensure proper seating.
Исходное описание:
HOME BASED READING DIAGNOSIS & REMEDIATION FOR ESL LEARNERS OF BRGY. ANDAGAO, KALIBO, AKLAN
This document summarizes a reading diagnosis and proposed remedies for an ESL learner from Brgy. Andagao, Kalibo, Aklan.
The diagnosis used several reading tests to identify problems: the learner performed well on word recognition but struggled with pronunciation and comprehension. Analysis found the learner may have visual issues from screen time, lack of concentration, and materials too difficult for their level.
Recommendations include having the learner spend more time reading, less screen time, asking for help, and using materials at their level. The parents should monitor reading, encourage eye exams, and correct issues. The teacher should provide phonics exercises, guide comprehension, and ensure proper seating.
This document summarizes a reading diagnosis and proposed remedies for an ESL learner from Brgy. Andagao, Kalibo, Aklan.
The diagnosis used several reading tests to identify problems: the learner performed well on word recognition but struggled with pronunciation and comprehension. Analysis found the learner may have visual issues from screen time, lack of concentration, and materials too difficult for their level.
Recommendations include having the learner spend more time reading, less screen time, asking for help, and using materials at their level. The parents should monitor reading, encourage eye exams, and correct issues. The teacher should provide phonics exercises, guide comprehension, and ensure proper seating.
HOME BASED READING DIAGNOSIS & REMEDIATION FOR ESL LEARNERS OF
BRGY. ANDAGAO, KALIBO, AKLAN
An Analytical Paper Submitted in Partial Fulfilment for the Course in Developmental Reading (EDUC!"# Submitted to PARTICK ANTHONY P. JAMILARIN $nstructor A%lan State University College of $ndustrial &echnology &eacher Education Department Submitted by JOHNA I. ROBERTO 'SED (A Student )ay !"*+ TABLE OF CONTENTS Pages I. $,&R-DUC&$-, * II. )E&.-D(S# USED */! III. PR-'0E)(S# -'SER1ED !/( IV. A,A02S(E#S ( V. REC-))E,DA&$-,(S# (/+ VI. APPE,D$CES 3/4 I. INTRODUCTION A. Purpose of the Paper &his paper sought to find out the reading s%ills of the child and to suggest remedies for his difficulties in reading B. Name of the Respondent &he name of the respondent is 0ester Emmanuel 0 Adarlo5 6 years old Presently5 he lives in $lang/$lang St Andagao5 7alibo5 A%lan .e attends his schooling at 8adeford School5 Andagao5 7alibo5 A%lan .e is a third grader .is parents are )r9)rsChristopher Adarlo .e loves playing computer games5 chatting friends on faceboo%5 :atching &15 and playing :ith his t:o brothers II. METHOD(S) USED $n this paper the reading diagnostician used the follo:ing reading diagnostic tests; First5 is the San Di!" #$i%& A''''(n). $t is used to assess the :ord recognition of the reader According to the research5 S<DA is a list :ords categori=ed by grade level S<DA provides a fairly accurate estimate of a child>s ability to read grade/level material Second5 is the S*"''"n O+a* Ra,in! T'). $t is designed as a ?uic% estimate to target :ord recognition levels for children and adults $t assesses the student level ability in :ord recognition and pronouncing the :ord $t is a ?uic% screening test to determine a student>s reading level And the last is the5 -i, Ran! A%.i/(n) T')0C"(1+.n'i"n. $t tests the reader>s comprehension and understanding of :ords and phrases &his is an achievement test measures the individual>s ability to read :ords and comprehend sentences &here are t:o levels@ level * is normed for children ages 3/" to **/**@ level ! is for children aged *! through adults aged 4+ III. PROBLEM(S) OBSERVED A. San Diego Quick Assessment Test (SD.Q.A) .is base line is in Arade ( level .e got no error .e :as able to recogni=e all the :ords until he reached the list designed for his grade level B. Slosson ral Test (SRT) .e mispronounced the :ord !ocean" and !timidB .e committed faulty vo:els and consonants .e also made repetitions of the :ords C#reakfast$ stream$ and suddenl%". .e also had inappropriate directional habits such as orientation in confusion :ith :ords5 !hunger$ and understood". &. 'ide Range Achie(ement Test('RAT)&omprehension) .e can recogni=e and pronounce the :ords but he committed omission and addition $n the first comprehension chec% from the story CArasshopperB5 he committed no error5 therefore it can be concluded that he can read independently $n the second reading material :hich is more challenging5 he mispronounced the :ord CFourthB and CFloridaB .e :as deficient in ability to adapt the needs of content field in poor %no:ledge of symbols $n here5 he failed to correctly ans:er t:o comprehension ?uestions IV. ANALYS(E)S A. San Diego Quick Assessment (SD.Q.A.) &he reader has no problem in :ord recognition $t is possible that in this test5 he found it simple and easy in the sense that the respondent had seen the :ords many times that>s :hy he can easily recogni=e the :ord listed in the material And maybe he :as eDposed in reading materials li%e story boo% and maga=ine :hich are very important to improve his reading s%ills B. Slosson ral Test (SRT) $t is possible that the reader has a problem :ith his visual ability because he holds the reading material near to his eyes &his may be the result of playing in the computer and :atching &1 in their house that is one factor :hy he reads the :ord incorrectly $t is possible that his parents tolerate him of :hat he :ants to read &. 'ide Range Achie(ement Test ('RAT) &*PR+,+NS-N) $t is possible that the reader has a short concentration of :hat he is reading .e is easily distracted by the simple things around him $t is possible also that the respondent lac%ed the concentration to read and understand the passage And maybe the respondent has :ide imagination to ans:er the comprehension chec% And it is also possible that the reading material :as so difficult for the respondent V. RECOMMENDATION(S) For learner * .ave time for reading ! )inimi=e playing and :atching computer games and television ( Sho: interest in reading through :illingness to read5 learn and be corrected + As% for help of someone :ho is more %no:ledgeable about the rudiments of reading :hen having hard time in sounding or reading compleD or ne: :ords For the learner>s parents * Auide the child and advice him to love reading ! Advice him to :ear correctly fitted eyeglasses ( )onitors child>s reading practices and provide friendly correction if necessary + Encourage the child to read at home as sort of practice For the learner>s teacher * Aive plenty of eDercises in phonetic and structural analysis ! Set up reading eDercises :hich focus the learner>s mind in :ord meanings ( Auide the learner>s and advice him to read carefully + Advice him to sit in proper distance from the blac%board or chart 3 Use reading materials :hich are :ithin the learner>s level of reading ability VI. APPENDICES T. +'1"n,n) an, ). +a,in! ,ia!n"')i%ian ,$+in! ). H"( 2a', Ra,in! Dia!n"'i' an, R(,ia)i"n a) B+!3. An,a!a", Ka*i2", A&*an %"n,$%), "n Ma3 45647, 4859