Analytical Paper Jezreel Ruvie

8/12/2019 Analytical Paper Jezreel Ruvie

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HOME BASED READING DIAGNOSIS AND REMEDIATION FOR ESL LEARNERSOF BRGY. ANDAGAO, KALIBO, AKLAN

An Analytical Paper

Submitted in Partial Fulfillment for the Course in

Developmental Reading

(EDUC. 20)

Submitted to

PATRICK ANTHONY P. JAMILARIN

Instructor

Aklan State University

College of Industrial Technology

Teacher Education Department

Kalibo, Aklan, Philippines

Submitted by

JEZREEL RUVIE A. MONTECARLO

BSEd 3A Student

May 2014


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TABLE OF CONTENTS

Pages

I. INTRODUCTION

A. Purpose of the Paper ...3

B. The Respondent ...3

II. METHODS USED...3

A. San Diego Quick Assessment ...3

B. Slosson Oral Reading Test ....4

C. WRAT Comprehension Test ......4

III. PROBLEMS OBSERVED



C. WRAT Comprehension Test ......4

IV. ANALYSES



C. Wide Range Achievement Test (WRAT) .....5

V. RECOMMENDATIONS

A. For the Learner.....6

B. For the Parents ....6

C. For the Teacher .......6

VI. APPENDIX......... 7-8


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I. INTRODUCTION

A. Purpose of the Paper

This paper sought to find out the reading and comprehension skills and the

reading difficulties of an elementary grade level learner at Martelino Subdivision,

Roxas Avenue Extension, Kalibo, Aklan.

This paper also aimed to develop and improve childs reading ability, provide

proper remedies for learners reading difficulties and enhance their interest in

reading.

B. Respondent

The respondent was Judy Lyn Macahilig. Presently, she is studying at Kalibo

Pilot Elementary School as an incoming fifth grader. She is 11 years old and a

daughter of Mr. Junjie O. Reiyong and Mrs. Marlyn T. Macahilig.

Judy Lyn loves staying at home. She likes watching television and playing games

on her tablet instead of playing outside with the other children.

II. METHODS USED

In this paper, the reading diagnostician used the following diagnostic test in

order to discover and evaluate the strengths and weaknesses of the respondent in

reading and comprehension skills and these are:

The San Diego Quick Assessment (SDQA) is a word recognition test that

provides 10 words at each grade level, beginning with pre-primer level and

continuing through grade eleven.

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The Slosson Oral Reading Test (SORT) is designed to assess a subject's

"level of oral word recognition, word calling or reading level."This test is

comprised of 10 lists with 20 words in each list. It starts with preparatory level to

high school level.

The Wide Range Achievement Test (WRAT) is anachievement test which

measures an individual's ability toreadwords andcomprehendsentences.On

this test, the respondent will be tasked to read a story and he/she will answer the

questions afterwards.

III. PROBLEM(S) OBSERVED

A. San Diego Quick Assessment

In this test, the respondent can recognize all the words except for those

words that she has not yet encountered, word like wrecked.

B. Slosson Oral Reading Test

In this test, the respondent mispronounced the three words which were

promptlyshe read it as promply, the word slumberwas slomber and for

the daintywas dianty.

C. Wide Range Achievement Test/ WRAT Comprehension Test

In this test, the respondent performed well in reading and answered well

the comprehension questions in the story Grasshopper. She had hard time

answering and comprehending the questions in the story The John F.

Kennedy Space Center.

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http://en.wikipedia.org/wiki/Achievement_testhttp://en.wikipedia.org/wiki/Reading_(process)http://en.wikipedia.org/wiki/Wordhttp://en.wikipedia.org/wiki/Reading_comprehensionhttp://en.wikipedia.org/wiki/Sentence_(linguistics)http://en.wikipedia.org/wiki/Sentence_(linguistics)http://en.wikipedia.org/wiki/Reading_comprehensionhttp://en.wikipedia.org/wiki/Wordhttp://en.wikipedia.org/wiki/Reading_(process)http://en.wikipedia.org/wiki/Achievement_test


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IV. ANALYSES

A. San Diego Quick Assessment

The reading diagnostician found out that the respondent was having a

hard time pronouncing correctly the words which are new to her recognition. It

could be that the respondent has a poor training and lack of well-directed

incentives on her background experiences in reading.

In this assessment, the respondents instructional level was List 4. It can

be concluded that she performed well in this list.

B. Slosson Oral Reading Test

Based on the observation of the reading diagnostician, the respondent

was able to read the words properly in this test. She was confused to pronounce

the words which she has not recognized yet.

The respondent got a raw score of 97 in this test and its equivalent based

on the SORT was 4.8 which mean she was at the 8 thmonth of 4thgrade in terms

of reading level.

C. Wide Range Achievement Test/ WRAT Comprehension Test

As conclusion, the respondent was an Independent Reader. She has no

problems with her comprehension skills. She was good in understanding story

and answering the comprehension questions. She pointed to words with fingers

while reading; it is possible that she has faulty eye coordination or visual effects.

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V. RECOMMENDATIONS

For the Learner

1. Show willingness and interests to learn how to read.

2. Have enough time for reading practices.

3. Ask for a help when having a hard time in recognizing the proper sound

and pronunciation of the words.

For the Learners Parents

1. Guide the child and advice them to read carefully.

2. Motivate the child to be more interested in reading.

3. Spend more time with the child during his/her reading practices.

4. Provide proper correction when a child mispronounces the words.

For the Learners Teacher

1. Provide a strong motivation by stressing the values of reading.

2. Give clear instructions as how to read effectively.

3. Begin by using easier reading materials.

4. Praise the learners for successful efforts done and give encouragement

with general prodding.

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VI. APPENDIX

The Respondent and the Reading Diagnostician during the Home Based Reading

Diagnosis and Remediation at Brgy. Andagao, Kalibo, Aklan

conducted on May 22, 2014

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