Analytical Paper Ann

8/12/2019 Analytical Paper Ann

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

An Analytical Paper Submitted in Partial Fulfilment for the Course in

Developmental Reading(EDUC !"

Submitted toPARTICK ANTHONY P. JAMILARIN

#nstructor A$lan State University

College of #ndustrial %echnology%eacher Education Department

Submitted byANN D. MANGILAYA

&SED 'A Student

ay !)*


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TABLE OF CONTENTS

Pages

I. INTRODUCTION

1

II. METHODS USED

1-

III. PROBLEMS OBSER!ED

I!. ANALYS"E#S $!. RECOMMENDATIONS $-%

!I. APPENDICES -'


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I. INTRODUCTION

A. P()*+se + e Pa*e)

%his paper sought to find out the reading s$ill of a grade + learner at &rgy,

Andagao- .alibo- A$lan conducted on ay )- !)*, %his paper included all the details

regarding the reading diagnosis and remediation at &rgy, Andagao,

B. Res*+/0e/

/anine ae 0, Santiago- a )!1year1old girl is the respondent during the

reading diagnosis and remediation, She is a grade + learner in 2e3 &us3ang

Elementary School, She is the daughter of r, Dindo Santiago and rs, 4olanda

Santiago, According to /anine- she loves to read story boo$s,

II. METHOD"S# USED

%he methods used 3ere the San Diego 5uic$ Assessment %est- Slosson 6ral

Reading %est and 7RA% Comprehension %est,

First is the San Diego 5uic$ Assessment %est, %en 3ords that are years belo3

its grade level 3ere introduced to her, # dropped to the easier list 3hen she misread any

of the 3ords on the list, #t 3ill test her 3ord recognition,

Second is the Slosson 6ral Reading %est, 7ord pronunciation is being tested, #

let the respondent read ! 3ords in list + for she is in the + th grade, 2umbers of

mispronounced 3ords 3ere subtracted into ) ! and divided by to get its reading

grade level,

8astly is the 7RA% Comprehension %est, %he comprehension level of the

respondent 3as tested, %3o( " stories 3ere introduced to the respondent, Each

selection has + 9uestions 3hich the respondent should ans3er to chec$ her


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comprehension, %he score 3ill tell if the respondent is in the independent- instructional

or frustrational level of reading,

III. PROBLEMS OBSER!ED

A. Sa/ D eg+ 2( 34 Assess5e/ Tes

/anine is in the + th grade but her base line is in primer, %he respondent

stammers and has faulty pronunciation, She also reads and rereads 3ords, %hese

3ords are: wide, thank and when.

B. S6+ss+/ O)a6 Rea0 /g Tes%he respondent committed ; mista$es out of ! 3ords resulting her to be

in the grade reading grade level, She 3as not able to recogni


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I!. ANALYS"E#S

A. Sa/ D eg+ 2( 34 Assess5e/ Tes

%here 3ere 3ords 3hich she cannot read and pronounce correctly maybe

because she lac$s s$ills in 3ord recognition techni9ue, %hese 3ords are: wide, thank

and when. Another reason is inade9uate sight vocabulary, She may also have poor

3ord recognition and faulty eye coordination,

B. S6+ss+/ O)a6 Rea0 /g Tes

%he ; mispronounced 3ords maybe too difficult for the respondent, %hese

3ords are: cushion, custom, applause, fragrant, marriage, obedient, merchant. She has

inade9uate 3ord recognition s$ill and faulty 3ord analysis, She may also have

inade9uate sight vocabulary, %he materials may also be too difficult for the respondent,

C. 7 0e Ra/ge A3 e8e5e/ Tes "7RAT#9C+5*)e e/s +/ Tes

%he respondent perfected the comprehension chec$ and she read the first

selection correctly entitled :G)ass +**e)s;. 6n the other hand- the respondent got

points in the second selection entitled :T e J+ / F. Ke//e0< S*a3e Ce/ e); maybe

because the material 3as too difficult for her, She lac$ed understanding and

concentration,

!. RECOMMENDATIONS

F+) e 6ea)/e)=s ea3 e)

), Provide plenty of eye training e=ercises

, >ive ade9uate practice in auditory discrimination


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', #mprove 3ord1recognition techni9ues by using picture? action- conte=t and

configuration clues

*, Enlarge sight vocabulary 3ith the use of 3ord and phrase

+, Use visual aids to ma$e drills meaningful,

F+) e 6ea)/e)=s *a)e/ s

), %he parents should give plenty of e=ercises in phonetic and structural

analysis,

, %he parents should provide training to increase perception span using

materials of gradual difficulty,

', %he parents should train the learner in reading by phrase or thought units,

*, otivate the child to learn more,

F+) e 6ea)/e)

), #mprove reading habit

, Unloc$ ne3 3ords before oral reading,

', Read familiar stories or topics,

*, Read easier and interesting materials,


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!I. APPENDICES

%he Respondent and the Reading Diagnostician during the @ome &ased

Reading Diagnosis and Remediation at &rgy, Andagao- .alibo- A$lan conducted on

ay )1 '- !)*,


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Analytical Paper Ann

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