HOME BASED READING DIAGNOSIS & REMEDIATION FOR ESL LEARNERS OF
BRGY. ANDAGAO, KALIBO, AKLAN
An Analytical Paper Submitted in Partial Fulfilment for the Course in Developmental Reading (EDUC!"# Submitted to PARTICK ANTHONY P. JAMILARIN $nstructor A%lan State University College of $ndustrial &echnology &eacher Education Department Submitted by JOHNA I. ROBERTO 'SED (A Student )ay !"*+ TABLE OF CONTENTS Pages I. $,&R-DUC&$-, * II. )E&.-D(S# USED */! III. PR-'0E)(S# -'SER1ED !/( IV. A,A02S(E#S ( V. REC-))E,DA&$-,(S# (/+ VI. APPE,D$CES 3/4 I. INTRODUCTION A. Purpose of the Paper &his paper sought to find out the reading s%ills of the child and to suggest remedies for his difficulties in reading B. Name of the Respondent &he name of the respondent is 0ester Emmanuel 0 Adarlo5 6 years old Presently5 he lives in $lang/$lang St Andagao5 7alibo5 A%lan .e attends his schooling at 8adeford School5 Andagao5 7alibo5 A%lan .e is a third grader .is parents are )r9)rsChristopher Adarlo .e loves playing computer games5 chatting friends on faceboo%5 :atching &15 and playing :ith his t:o brothers II. METHOD(S) USED $n this paper the reading diagnostician used the follo:ing reading diagnostic tests; First5 is the San Di!" #$i%& A''''(n). $t is used to assess the :ord recognition of the reader According to the research5 S<DA is a list :ords categori=ed by grade level S<DA provides a fairly accurate estimate of a child>s ability to read grade/level material Second5 is the S*"''"n O+a* Ra,in! T'). $t is designed as a ?uic% estimate to target :ord recognition levels for children and adults $t assesses the student level ability in :ord recognition and pronouncing the :ord $t is a ?uic% screening test to determine a student>s reading level And the last is the5 -i, Ran! A%.i/(n) T')0C"(1+.n'i"n. $t tests the reader>s comprehension and understanding of :ords and phrases &his is an achievement test measures the individual>s ability to read :ords and comprehend sentences &here are t:o levels@ level * is normed for children ages 3/" to **/**@ level ! is for children aged *! through adults aged 4+ III. PROBLEM(S) OBSERVED A. San Diego Quick Assessment Test (SD.Q.A) .is base line is in Arade ( level .e got no error .e :as able to recogni=e all the :ords until he reached the list designed for his grade level B. Slosson ral Test (SRT) .e mispronounced the :ord !ocean" and !timidB .e committed faulty vo:els and consonants .e also made repetitions of the :ords C#reakfast$ stream$ and suddenl%". .e also had inappropriate directional habits such as orientation in confusion :ith :ords5 !hunger$ and understood". &. 'ide Range Achie(ement Test('RAT)&omprehension) .e can recogni=e and pronounce the :ords but he committed omission and addition $n the first comprehension chec% from the story CArasshopperB5 he committed no error5 therefore it can be concluded that he can read independently $n the second reading material :hich is more challenging5 he mispronounced the :ord CFourthB and CFloridaB .e :as deficient in ability to adapt the needs of content field in poor %no:ledge of symbols $n here5 he failed to correctly ans:er t:o comprehension ?uestions IV. ANALYS(E)S A. San Diego Quick Assessment (SD.Q.A.) &he reader has no problem in :ord recognition $t is possible that in this test5 he found it simple and easy in the sense that the respondent had seen the :ords many times that>s :hy he can easily recogni=e the :ord listed in the material And maybe he :as eDposed in reading materials li%e story boo% and maga=ine :hich are very important to improve his reading s%ills B. Slosson ral Test (SRT) $t is possible that the reader has a problem :ith his visual ability because he holds the reading material near to his eyes &his may be the result of playing in the computer and :atching &1 in their house that is one factor :hy he reads the :ord incorrectly $t is possible that his parents tolerate him of :hat he :ants to read &. 'ide Range Achie(ement Test ('RAT) &*PR+,+NS-N) $t is possible that the reader has a short concentration of :hat he is reading .e is easily distracted by the simple things around him $t is possible also that the respondent lac%ed the concentration to read and understand the passage And maybe the respondent has :ide imagination to ans:er the comprehension chec% And it is also possible that the reading material :as so difficult for the respondent V. RECOMMENDATION(S) For learner * .ave time for reading ! )inimi=e playing and :atching computer games and television ( Sho: interest in reading through :illingness to read5 learn and be corrected + As% for help of someone :ho is more %no:ledgeable about the rudiments of reading :hen having hard time in sounding or reading compleD or ne: :ords For the learner>s parents * Auide the child and advice him to love reading ! Advice him to :ear correctly fitted eyeglasses ( )onitors child>s reading practices and provide friendly correction if necessary + Encourage the child to read at home as sort of practice For the learner>s teacher * Aive plenty of eDercises in phonetic and structural analysis ! Set up reading eDercises :hich focus the learner>s mind in :ord meanings ( Auide the learner>s and advice him to read carefully + Advice him to sit in proper distance from the blac%board or chart 3 Use reading materials :hich are :ithin the learner>s level of reading ability VI. APPENDICES T. +'1"n,n) an, ). +a,in! ,ia!n"')i%ian ,$+in! ). H"( 2a', Ra,in! Dia!n"'i' an, R(,ia)i"n a) B+!3. An,a!a", Ka*i2", A&*an %"n,$%), "n Ma3 45647, 4859