Analytical Paper Roneth

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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 toPARTICK ANTHONY P. JAMILARIN

InstructorAklan State University

College of Industrial TechnologyTeacher Education Department

Submitted byRONETH JOY T. CAHILIG

BSED 3A Student

May 2014


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I. INTRODUCTION

A. Purpose of the Paper

This paper sought to find out the reading skill of a Grade-IV learner at

BarangayAndagao, Kalibo, Aklan. Reading diagnosis will serve as an avenue to find out

learners recognition and comprehension skills.

B. Respondent

The reading diagnostician requested one respondent to participate in the

process and her name is Jeia V. Santiago, a 9-year-old learner of New

BuswangElementary School. She is the daughter of Mrs. Yolanda and Mr.Dindo

Santiago. Her family lived at Ilang-Ilang, Andagao, Kalibo, Aklan. Jeia liked to play

jumping rope and reading story books.

II. METHOD(S) USED

In this paper, the reading diagnostician used three materials to identify the

reading difficulty of her respondent. First is the San Diego Quick Assessment

(SQDA).This is a list of words categorized by grade level. The graded word list has two

uses, first is to determine a reading level and second is to detect errors in word

analysis. According to my research, it is one of the most popular graded words lists in

the public domain.

Second is the Slosson Oral Reading Test (SORT). This is a quick

screening test to determine a students reading level. This test is used to measure how

many words she can pronounce correctly out of those listed words. SORT is designed

to assess a subjects level of oral word recognition, word calling or reading level.

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And the last is the Wide Achievement Test (WRAT) is a brief

achievement test measuring reading recognition, spelling, and arithmetic computation.

This is used to test your respondents comprehension level. This test is used on how

they interpret a certain passage measuring their level of excellence.

III. PROBLEM(S) OBSERVED

A. San Diego Quick Assessment (SDQA)

The respondents baseline in this test is the Primer l ist. Jeia cant

recognize words thankand bigger. She cant pronounce vowel sounds correctly.

B. SlossonOral Reading Test (SORT)

These are the words mispronounced by the respondent; forehead,

anger, vacant, speechless, claimed and dainty. She made frequent regression

and confused consonant sounds.

C. Wide Range Achievement Test (WRAT)

The first time she read a story which was the Grasshoppers; she

perfectly answered all the questions I provided for her. The second time around that she

read astory which was the John F. Kennedy Space Center. She got two errors

because she did not understand well the passage. She pointed to word with fingers and

she paused long between certain words.

IV. ANALYS(E)S


Maybe, the respondent cant recognize words thank and bigger

because she has poorword recognition or maybe because she has faulty eye

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

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failed to pronounce. Another reason why the respondent failed to recognize those

words maybe because he is not well oriented on how to use those words.

B. SlossonOral Reading Test (SORT)

I think the reasonsJeia mispronounced the words forehead, anger,

vacant, speechless, claimed and dainty is thatshe lacked skills in word recognition

technique and faulty eye coordination.Another reason was, maybe she got confused on

the words she read.


In the 1

st

reading comprehension, the respondent got a perfect answer

because maybe he read and understood the reading comprehension while in the 2nd

reading comprehension, he got two wrong answers, maybe he didnt understand the

reading text correctly or maybe she is weak in the techniques of getting the thought

from connected materials or maybe she lacks comprehension.

IV. RECOMMENDATION(S)


For the learnersteacher

1. Providethem plenty of opportunities to read orally.

2. Use visual aids to make drills meaningful.

3. The teacher should give time on his/her student about reading

deficiency.

For the learners parent

1. Guide the child to use words which are most helpful in word

recognition.


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2. Dont rely on what school may offer to remedy your childs

deficiencies in reading.

For the learner

1. Set up reading exercises which focuses mind in word meanings.

2. Show willingness in reading.

B. Slosson Oral Reading Test (SORT)

For the learnersteacher

1. Improves word-recognition techniques by using picture, action,

context and configuration clues.

2. Employ new techniques which are effective for use in the

context of reading.


1. Give advice to the child to motivate him/ her to read.

2. Help the child earn awareness regarding the right approach in

reading and comprehension.

For the learner

1. Broaden sight vocabulary.

2. Develop good pronunciation.


For the learners teacher

1. Encourage learner to read familiar stories or topics.

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

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1. Correct mispronounced words done by the child.

2. Help the child earn awareness regarding the right approach in

reading and comprehension.

For the learner

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

2. Improve reading habit

3. Unlock new words before oral reading

4. Read familiar stories or topics


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V. APPENDICES

The respondent and the Reading Diagnostician during the Home based Reading

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

21-23, 2014

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Analytical Paper Roneth

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