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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

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