HOME BASED READING DIAGNOSIS AND REMEDIATION 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
Kalibo, Aklan, Philippines






Submitted by
JEZREEL RUVIE A. MONTECARLO
BSEd 3A Student






May 2014


TABLE OF CONTENTS

Pages
I. INTRODUCTION
A. Purpose of the Paper ...3
B. The Respondent ...3
II. METHODS USED...3
A. San Diego Quick Assessment ...3
B. Slosson Oral Reading Test ....4
C. WRAT Comprehension Test ......4
III. PROBLEMS OBSERVED
A. San Diego Quick Assessment ...4
B. Slosson Oral Reading Test ....4
C. WRAT Comprehension Test ......4
IV. ANALYSES
A. San Diego Quick Assessment ...5
B. Slosson Oral Reading Test ....5
C. Wide Range Achievement Test (WRAT) .....5
V. RECOMMENDATIONS
A. For the Learner.....6
B. For the Parents ....6
C. For the Teacher .......6
VI. APPENDIX.........7-8


I. INTRODUCTION

A. Purpose of the Paper
This paper sought to find out the reading and comprehension skills and the
reading difficulties of an elementary grade level learner at Martelino Subdivision,
Roxas Avenue Extension, Kalibo, Aklan.
This paper also aimed to develop and improve childs reading ability, provide
proper remedies for learners reading difficulties and enhance their interest in
reading.

B. Respondent
The respondent was Judy Lyn Macahilig. Presently, she is studying at Kalibo
Pilot Elementary School as an incoming fifth grader. She is 11 years old and a
daughter of Mr. Junjie O. Reiyong and Mrs. Marlyn T. Macahilig.
Judy Lyn loves staying at home. She likes watching television and playing games
on her tablet instead of playing outside with the other children.

II. METHODS USED
In this paper, the reading diagnostician used the following diagnostic test in
order to discover and evaluate the strengths and weaknesses of the respondent in
reading and comprehension skills and these are:
The San Diego Quick Assessment (SDQA) is a word recognition test that
provides 10 words at each grade level, beginning with pre-primer level and
continuing through grade eleven.
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The Slosson Oral Reading Test (SORT) is designed to assess a subject's
"level of oral word recognition, word calling or reading level." 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) is an achievement test which
measures an individual's ability to read words and comprehend sentences. On
this test, the respondent will be tasked to read a story and he/she will answer the
questions afterwards.

III. PROBLEM(S) OBSERVED
A. San Diego Quick Assessment
In this test, the respondent can recognize all the words except for those
words that she has not yet encountered, word like wrecked.

B. Slosson Oral Reading Test
In this test, the respondent mispronounced the three words which were
promptly she read it as promply, the word slumber was slomber and for
the dainty was dianty.

C. Wide Range Achievement Test/ WRAT Comprehension Test
In this test, the respondent performed well in reading and answered well
the comprehension questions in the story Grasshopper. She had hard time
answering and comprehending the questions in the story The John F.
Kennedy Space Center.
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IV. ANALYSES

A. San Diego Quick Assessment
The reading diagnostician found out that the respondent was having a
hard time pronouncing correctly the words which are new to her recognition. It
could be that the respondent has a poor training and lack of well-directed
incentives on her background experiences in reading.
In this assessment, the respondents instructional level was List 4. It can
be concluded that she performed well in this list.

B. Slosson Oral Reading Test
Based on the observation of the reading diagnostician, the respondent
was able to read the words properly in this test. She was confused to pronounce
the words which she has not recognized yet.
The respondent got a raw score of 97 in this test and its equivalent based
on the SORT was 4.8 which mean she was at the 8
th
month of 4
th
grade in terms
of reading level.

C. Wide Range Achievement Test/ WRAT Comprehension Test
As conclusion, the respondent was an Independent Reader. She has no
problems with her comprehension skills. She was good in understanding story
and answering the comprehension questions. She pointed to words with fingers
while reading; it is possible that she has faulty eye coordination or visual effects.

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V. RECOMMENDATIONS

For the Learner
1. Show willingness and interests to learn how to read.
2. Have enough time for reading practices.
3. Ask for a help when having a hard time in recognizing the proper sound
and pronunciation of the words.

For the Learners Parents
1. Guide the child and advice them to read carefully.
2. Motivate the child to be more interested in reading.
3. Spend more time with the child during his/her reading practices.
4. Provide proper correction when a child mispronounces the words.

For the Learners Teacher
1. Provide a strong motivation by stressing the values of reading.
2. Give clear instructions as how to read effectively.
3. Begin by using easier reading materials.
4. Praise the learners for successful efforts done and give encouragement
with general prodding.




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VI. APPENDIX

The Respondent and the Reading Diagnostician during the Home Based Reading
Diagnosis and Remediation at Brgy. Andagao, Kalibo, Aklan
conducted on May 22, 2014





















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