Analytical Paper Jolly

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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

JOLLY E. LAURIANO

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 ...4

III. PROBLEMS OBSERVED

A. San Diego Quick Assessment 4

B. Slosson Oral Reading Test .5

C. WRAT Comprehension Test ...5

IV. ANALYSES

A. San Diego Quick Assessment .6

B. Slosson Oral Reading Test ..6

C. Wide Range Achievement Test (WRAT) ...6

V. RECOMMENDATIONS

A. For the Reading Teachers 7

B. For the Parents ...7

C. For the Respondent/Learners ......8

VI. APPENDIX .........9


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I. INTRODUCTION

A. Purpose of the Paper

This paper sought to determine the reading level of the respondent in relation to

the grade level he/she is in. This also sought to find out the respondents reading

problems and provide remediation respectively. In addition, this paper aimed to provide

sensible recommendations which can be of help for the improvement of the learners

reading skill.

B. Respondent

Mekyla Angel A. Vargas is the name of the respondent. Presently, she is an

incoming fourth grader at Andagao Elementary School. She is nine years of age and a

daughter of Mr. and Mrs. Avelino Vargas.

She is a playful girl brimming with enthusiasm. She finds leisure in drawing,

dancing, playing and any activity which involves enthusiastic effort. Academically, she

performs well as attested by the grades in her report card.

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II. METHODS USED

Reading diagnosis and remediation cannot be done with the absence of

materials to unravel the reading concerns of the respondent. In the process, the reading

diagnostician employed three reading tests as materials for reading diagnosis namely;

the San Diego Quick Assessment, Slosson Oral Reading Test and WRAT

Comprehension Test.

San Diego Quick Assessment is a test to measure the respondents word

recognition ability. It begins with pre-primer level and continuing through grade eleven.

This test provides 10 words at each grade level.

On the other hand, Slosson Oral Reading Test is used to assess the letter

recognition ability of the respondent. 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) gauges the respondents level of

understanding. This test is done by letting the respondent read a story. Afterwards,

he/she will be tasked to answer comprehension questions relevant to the story.

III. PROBLEMS OBSERVED

A. San Diego Quick Assessment

In this test, the respondents baseline or the list where she can read

independently was List 2 while her instructional level was in List 3. She exhibited a trace

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of reading difficulty particularly, the faulty word identification. She had limited visual

analysis of structural and phonetic elements. Likewise, she was over analytical by using

letter or spelling attack.

In the List 3, she failed to correctly pronounce the words frightened and

exclaimed. The reading diagnostician observed that she paused for a few seconds

before reading those words. She was also reluctant to read the second word which she

mispronounced.

B. Slosson Oral Reading Test

In this test, she experienced the same difficulty with the San Diego Quick

Assessment. She mispronounced two words which were against and timid.While

she was reading those words, she was observably having a problem with her speech

particularly, faulting in pronunciation. One instance was when she was reading the word

against, she read it as againts.

C. WRAT Comprehension Test

Based on the observation of the reading diagnostician, the respondent performed

well in answering comprehension questions with relevance to the story she read. She

was able to answer accurately all the questions that truly challenged her comprehension

skill.

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The only flaw which I observed was that the respondent had poor oral

reading wherein she lacked from phrasing ability. She did not practice proper

pausing when encountering a comma or period.

IV. ANALYSES

A. San Diego Quick Assessment

It could be that the respondent has not yet encountered the two words that she

failed to pronounce as mentioned in the part three of this paper. The reading

diagnostician observed that those words were in past tense; maybe the structure of the

said words, having ed on the last syllable, created a sense of confusion on her part.

In this quick assessment, the respondents instructional level was List 3. Taking

into account that she is an incoming fourth grader, it can be concluded that she did not

perform well in this test.

B. Slosson Oral Reading Test

It is possible that the words which the respondent failed to correctly pronounce

were totally new to her notice. While in the course of diagnosis, she was having hard

time sounding two words. With my assistance, she was able to read those properly.

Maybe, she was not reading aloud oftentimes that is why she had poor t ongue

coordination.

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In this test, the respondent got a raw score of 78. Based on SORT, a raw score

of 78 is equivalent to 3.9 which means she is at the 9th

month of 3thgrade in terms of

reading level.

From the result, the fact can be deduced that the respondent approximately meet

the reading level in relation to the current grade level she is in.

C. Wide Range Achievement Test (WRAT)

The respondent was not having problems with her comprehension skill. She was

apparently good at it. On account of that, it can be inferred that she is an Independent

Reader. In contrary, she was not totally aware of the proper pausing when passing

through a comma or period. It could be that she was not yet oriented about the proper

approaches to reading. It is also possible that her English/Reading teacher is not that

stringent in monitoring and correcting his/her learners faulty reading practices.

V. RECOMMENDATIONS

A. For the Reading Teacher

1. Guide the learner when he/she is having a drill in reading.

2. Utilize corrective approach when engaging the learners in a reading activity.

3. Use reading materials which are within the learners level of reading ability.

4. Enlarge sight vocabulary with the use of word and phrase.

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B. For the Parents

1. Monitor the childs reading practices and provide friendly correction if necessary.

2. Motivate and guide the child by having him/her exposed to useful reading

materials.

3. Encourage the child to read at home as sort of practice.

4. Give plenty of exercises in phonetic and structural analysis.

C. For the Respondent/Learners

1. Show interest in reading through showing willingness to read, learn and be

corrected.

2. Ask for the help of someone who is knowledgeable about the rudiments of

reading when having hard time in sounding or reading complex or new words.

3. Devote enough time for reading to improve skill in word recognition.

4. Read easier and interesting materials.

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VI. APPENDIX

The Respondent and the Reading Diagnostician during the Home Based

Reading Diagnosis and Remediation at Brgy. Andagao, Kalibo, Aklanconducted on May 21, 2014

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