LEA IGAT

HOME BASED READING DIAGNOSIS & REMEDIATION FOR ESL LEARNERS OFBRGY. ANDAGAO, KALIBO, AKLAN

An Analytical PaperSubmitted in Partial Fulfillment for the Course in

Developmental Reading (EDUC. 20)

Submitted toPATRICK ANTHONY P. JAMILARIN

InstructorAklan State University

College of Industrial TechnologyTeacher Education Department

Submitted byLEA I. IGAT

BSED 3A Student

May 2014

TABLE OF CONTENTS

I. INTRODUCTION ……………………………………………………………. 1

A. Purpose of the Paper

B. Respondent

II. METHOD(S) USED …………………………………………………………. 1-2

III. PROBLEM(S) OBSERVED ………………………………………………… 2-3

A. San Diego Quick Assessment (SDQA)

B. Slosson Oral Reading Test (SORT)

C. Wide Range Achievement Test (WRAT)

IV. ANALYS(E)S …………………………………………………………………. 3-4

A. San Diego Quick Assessment (SDQA)

B. Slosson Oral Reading Test (SORT)

C. Wide Range Achievement Test (WRAT)

V. RECOMMENDATION(S) ……………………………………………………. 4-5

VI. APPENDICES ………………………………………………………………… 6-7

I. INTRODUCTION

A. Purpose of the Paper

This paper sought to find out the reading skill of a Grade V learner at Brgy.

Andagao, Kalibo, Aklan. Reading diagnosis will find out her reading skill

development in recognizing and pronouncing words and in comprehending particular

passages.

B. Respondent

The respondent’s name is Krista I. Inserto, 10 years of age and lives in Brgy.

Andagao, Kalibo, Aklan. Her parents name is Mr. Cesar Inserto a farmer and Mrs.

Victorina I. Inserto a housekeeper. She will be in Grade V learner in Andagao

Elementary School this coming school year. Krista like to plays basketball together

with her friends. She too like biking and watching television.

II. METHODS USED

In this, the reading diagnostician used three reading test materials the San

Diego Quick Assessment (SDQA), Slosson Oral Reading Test (SORT) and Wide

Range Achievement Test (WRAT). First is the San Diego Quick Assessment. This

is a word recognition test provided ten words for each level; begin from pre-primer to

grade eleven. There are factors that can determine how a child comprehends and

applies what he or she reads. In this test, the diagnostician can determine a child’s

reading level and detect errors in word analysis.

Second, Slosson Oral Reading Test. This is designed to assess a child’s level

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of oral word recognition, word calling or reading level. It is a quick screening test to

determine a students’ reading level. This is also a quick estimate to target word

recognition levels for the respondent.

Lastly, Wide Reading Achievement Test. This is a brief achievement test to

measures an individual’s ability to read words, comprehend sentences and also to

spell. But in this study the diagnostician focused on how the respondent manifested

her reading skill by using these reading test materials.

III. PROBLEMS OBSERVED

A. San Diego Quick Assessment

From this assessment, I observed that if the words don’t seem familiar to her she

foretell to pronounce the words carelessly. In this test I observed that she had

symptoms of “faculty of vowels and consonants” and “reversal” because sometimes

the word with the letter /m/ she pronounced it with /n/ for instance, “exclaimed” she

pronounced it “exclained”. She had a “speech difficulty” because from the start I

observed that she can’t pronounce well a simple word like live, thank, believe, silent,

served and out. Like if she doesn’t know how to pronounce it she get a clues out of

the letters then she execute in pronouncing it.

B. Slosson Oral Reading Test

Since my respondent is a grade V learner, I supposedly read to her the words

from the List 5. From this list it consists of 20 words but in that, she pronounced well

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only 7 words so her total mistake is 13 words. The instruction asserts that if our

respondent did mistake from the list we started, we should move backward. So,

next is the list 4. From here she pronounced correctly 8 words. Going backward

again, in the list 3 she pronounced 14 words. In list 2 she pronounced well 16 words.

From the list 1, same performance with the list 2. She had a mispronounced of 4

words. And moving backward, in the last list, but in this list P she also

mispronounced 3 words. I observed that she doesn’t have a base line from the list

given. She had a difficulty with the long words and unfamiliar words.

C. Wide Range Achievement Test

In the first story “Grasshoppers”, his performance was good because after he

read the story, I asked her a question regarding the story and she answered it all

correctly. But when it comes to the second story “John F. Kennedy Space Center”,

she got two errors because she did not understand well the passage.

IV. ANALYS(E)S

A. San Diego Quick Assessment Test (SDQA)

Maybe, the possible reasons why she can’t pronounce correctly it is that she has

or limited vocabulary words. Another reason is she has inadequate sight

vocabulary.

B. Slosson Oral Reading Test (SORT)

In this reading test, I think the reason, she mispronounced words to all lists

maybe because she lacked reading experience, because she didn‘t even recognize

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and pronounce correctly simple word.

C. Wide Range Achievement Test (WRAT)

Based on my observation, she belongs to the frustration level because she lacks

reading comprehension skills on the comprehension check in the John F. Kennedy.

She’s got only 2 points maybe because of the story and the question given. Maybe

she has a visual defect, weak in the techniques of getting the thought from

connected materials or maybe she lacks comprehension and/or maybe she doesn’t

have a full of concentration.

V. RECOMMENDATION(S)

To improve the reading ability, the respondent, parents and the teacher/s:

For the learner:

1. Have a vacant time in reading.

2. Try to read a story to improve reading comprehension skills.

3. Make more practice in reading, in order to identify the comparison of the

same like tone, spelling and pronunciation.

For the learner’s parents:

1. Practice child’s skills in reading at home.

2. Send their child to a specialist for the treatment of their child’s defects.

3. Avoid scolding or nagging when their child’s performance is low because it

will lessen the child’s self-esteem.4

For the learner’s teacher/s:

1. Give clear instructions as to how to read effectively.

2. Provide a reading pronunciation drill. Shorten recitation period then

gradually increase the length as interest and attention are also gained.

3. Use visual aids to make drills meaningful and set up reading exercises

which focus the pupils mind in word meanings.

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VI. APPENDICES

The respondent and the Reading Diagnostician during the Home Based Reading

Diagnosis and Remediation at Brgy. Andagao, Kalibo, Aklan conducted on May 21,

2014.

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