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HOME BASED READING DIAGNOSIS & REMEDIATIONS FOR ESL LEARNERS

OF 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







Submitted by
VERVA MAE M. ANTARAN
BSED 3A Student







May 2014



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TABLE OF CONTENTS


CONTENTS PAGES


I. INTRODUCTION 1
II. METHOD(S) USED 1-2
III. PROBLEM(S) OBSERVED 2-3
IV. ANALYS(E)S 3-4
V. RECCOMENDATION(S) 4-5
VI. APPENDICES 6-7





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I. INTRODUCTION


This paper is written to determine students reading level and reading

problemdifficulties and to established an instructional plan as recommendations.

The respondents name is Mechaila J. Salazar, 12 year-old, and a daughter of

NeniaJ.Salazar andRomelSalazar ofCalachuchi Road, Andagao, Kalibo Aklan.

She likes toplay and watch television during her spare time.

II. METHODS

In this paper, the reading diagnostician used the following tests to find out

thereading problems and difficulties of the respondent.

A. San Diego Quick Assessment Test (SDQAT)

The San Diego Quick Assessment Test is a word recognition test that

providesten (10) words at each grade level. It begins with pre-primer level and

continuing tograde eleven. The instruction suggest giving the reader ten (10)

words for one leveltype in an index card. By starting two grades below the

students grade level moststudents will be able to begin successfully. This test is

easy to administer and requiresvery little time.

B. Slosson Oral Reading Test (SORT)

The Slosson Oral Reading Test is designed to assess a subjects level, oral

word recognition , word calling or reading level . This instrument is not a

diagnosticmeasure nor does it measure all aspect of reading such as word

knowledge andcomprehension. This reading test is to be given individually and

is based on the abilityto pronounce words at the different levels of difficulty. The

words had been taken fromthe standardized school readers and the reading


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level obtained from the testingrepresents median of standardized school

achievements.

C. Wide Range Assessment Test (WRAT)

Thisis an achievement test which measures an individuals ability to read

words,comprehend, spell, and compute solutions to math problems. The test is

in its fourth(4
th
) revision.


III. OBSERVATIONS

A. San Diego Quick Assessment Test (SDQAT)

In the reading diagnosis conducted by the reading diagnostician, under the

SanDiego Quick Assessment Test the respondent finds difficulty in pronouncing

somewords such as commercial,abolish, and apparatus. From thediagnosis

conducted bythe reading diagnostician, it is clearly observed that the

respondents reading base is in grade four (4) even though shes in grade six (6)

elementary level at the present. The respondent takes several seconds to

pronouncesome words listed in the assessment test.

B. Slosson Oral Reading Test (SORT)
In the reading diagnosis conducted by the reading diagnostician under the
Slosson Oral Reading Test, the respondent finds difficulty in recognizing some
wordsfrom the word list appropriate to his grade level. The respondent scored
135 points outof 140 word reading item test. The respondents reading level is in
the seventh (7
th
)month of grade six (6).

C. Word Range Achievement Test (WRAT)

In the reading diagnosis conducted by the reading diagnostician, under the



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WideRange Assessment Test, the respondent read the selection continuously

anddidrecognized the words. Therefore the respondents reading ability is in the

independentlevel wherein the reader functions adequately without the teachers

help. In wordcomprehension , three out of five questions was answered correctly

so therefore therespondents level of comprehension is in the instructional level

wherein the readercan function adequately with the teachers guidance and yet

be challenged to stimulateher reading growth.

IV. ANALYS (E)S

A. San Diego Quick Assessment Test (SDQAT)

From the observation conducted by the reading diagnostician, it is

observed thatthe respondent showed sign of having symptoms of reading

problem like motordifficulties (unsteady handling of book and clumsy, awkward

or uncoordinatedmovement), and speech difficulties (faulting in pronunciation of

words such as commercial, abolish, and apparatus).The possible causes of

the respondentsreading difficulties are the lack of opportunity to develop

muscle control, sudden shift ofhandedness, and lack of concentration.

B. Slosson Oral Reading Test (SORT)

From the observation conducted by the reading diagnostician, it is

observed thatthe respondent showed sign of having symptoms of reading

problem like motordifficulties (complaint of fear) and refusals ( where she

refused to read words likecustomary,spectacular, and dungeon). The possible

causes of the respondentsreading problem is the lack of self confidence.

C. Wide Range Assessment Test (WRAT)



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From the observation conducted by the reading diagnostician it is

observed thatthe respondent showed signs of having symptoms of reading

problem like slow rate ofreading (reads word by word andpoints to the words

with fingers). The possible causesof the respondents readingproblem are the

rapid reading without understanding andweak techniques of getting the thought

from connected materials.

V. RECOMMENDATIONS

A. San Diego Quick Assessment Test (SDQAT)
To the Learner:
1. The learner should be allowed to use markers when reading from the book.
2. The learner should read and pronounce words carefully.
To the Parents:
1. The parents should praise the learners for the slight evidence of improvement.
2. The parents should sent learners to speech lab. for corrections.
To the Teachers:
1. The teacher should give easy materials at the start.
2. The teacher should show interest in what the learner say or do to remove
embarrassment and to make feel at ease.
B. Slosson Oral Reading Test (SORT)
To the Learner:
1. The learner should develop self-confidence and concentration.
2. The learner should try to read the unfamiliar words and dont hesitate to ask for help if
unrecognized.


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To the Parent:
1. The parent should show interest to what the learner say or do.
2. The parent should avoid scolding, nagging, and punishments. This will just increase
fear.
To the Teacher:
1. The teacher should provide strong motivation by stressing values of reading.
2. The teacher should begin by using easier materials.
C. Wide Range Achievement Test (WRAT)
To the Learner:
1. The learner should increase familiarity with the words through meaningful exercises
and the use of visual aids to develop understanding.
To the Parents:
1. The parents should read stories to encourage oral reading.
To the Teacher:
1. Provide practice on more rapid reading after difficulties are overcome or minimized.


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VI.APPENDICIES

The respondent and the reading diagnostician during the home base

readingdiagnosis and remediation at Brgy. Andagao, Kalibo, Aklan. Conducted

on May23,2014.






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