Remedial Case Study True Colors Superfinaldraft Edited 1

College of Education
I. A Case Study in Remedial Instruction in English
Submitted by:
Argañosa, Samantha A,
Bendero, Rhymrose Ann D.
Bolante, Emerson B. Jr.
Deguilmo, Maykyla Jade D.
Dogelio, Mikee G.
Fabiaña, Ellyza Mae B.
Florentino, Jairah Q.
Gabucay, Canskie A.
Leyson, Francesca Eunice B.
Mantiquilla, Abegail Kaye D.
Palete, Jannica Adel F.
Senosa, Hany Shien P.
Tanghal, Kim B.
Submitted to:
Prof. Mary Vincentia O. Beldia, M.Ed

Course Facilitator
II. Introduction
Communication in English plays a significant role in education. It is critical to one's

academic success and future profession. However, many students today have been struggling
to master English language skills, which gives rise to a widening achievement gap and limited
educational prospects.
In the Philippines, many elementary school students face obstacles to accessing quality
education, especially those from underprivileged families or isolated areas. A lack of a reading
culture both at home and in school contributes to elementary students reading difficulties. This
issue can be attributed to numerous factors, including inadequate early childhood education, a
lack of reading materials, a curriculum that places little emphasis on reading abilities, a lack of
time, and parental or guardian orientation about the child’s reading at home.
In some instances, these struggles might make it difficult for students to read. A lack of
exposure to books, parental involvement in reading activities, and a general disinterest in
reading are a variety of factors that can inhibit the development of a child’s reading abilities.
This case study focuses on the results of a specific remedial teaching program designed
to raise the English language proficiency of students at the elementary school level in a remote
location.
The researchers conducted a comprehensive study using the Dolch Sight Words
Assessment to determine a student’s reading proficiency. By analyzing the specific context,
approaches, and results of this program, we intend to offer insightful information that can assist
in making future choices and guide the development and improvement of remedial instruction
initiatives.
III. Objectives
Generally, the purpose of this case study was to determine the reading deficiencies of
the chosen learner.
Specifically, this study intends to aim for the following:

A. To be able to use the knowledge, values, and skills of remedial instruction in
English.
B. To recognize the strengths and weaknesses of the target learner.
C. To apply, provide different reading strategies and techniques to the identified target
learners.
D. To conduct pre-assessment, intervention, and post-assessment with the target
learner.
IV. Learner 1: Profile, Case Study, Summary, Recommendation and Conclusion
The learner was selected within the given grade 4 level for the remediation conducted.
The remediation of reading problems was conducted with a grade 4 pupil from Paciano
Bombaes Memorial School in Brgy. Culajao, Roxas City, Capiz.
Figure 1. The pupil inside their house at Brgy. Culajao, Roxas City, Capiz
Personal Data
Name: Samantha Pluma
Address: Brgy. Culajao, Roxas City, Capiz
Date of Birth: January 5, 2014
Grade: IV Age: 10 years old Sex: Female
No. of children in the family: 3 Birth order of child: 1st child
Mother’s Name: Sofia Pluma Occupation: Housewife
Father’s Name: Matthew Pluma Occupation: Trucking
Interview with the Pupil
What are your favorite subjects?

 English
Do you have reading materials at home? If yes, what are those?
 Textbook from school
Do you still remember the lessons of your teacher from Grade 1-3?
 A bit
Do you enjoy reading?

 Yes
Do your parents or siblings read at home?

 Yes
Do you have electricity at home?

 Yes
Do you always listen to your English Teacher during his/her discussion?

 Yes
What time is your first subject in the morning? And what subject is it?
 7:30 to 8:00, ESP
Do you always eat breakfast in the morning before going to school?

 Yes
How often do you visit library?

 Always
What does your teacher usually make you do during English class?
 Reading and Writing
Reading Materials Used

Figure 2. Dolch Sight Words
Figure 3. Phonics Booklet

Figure 4. Alphabet Chart
Figure 5. Color Names Chart

Figure 6. The Sight Words Chart
Figure 7. Short Vowel Sounds Chart

FIRST SESSION (February 16, 2024)
Figure 8. The session of Ellyza Mae Fabiaña with the Learner (February 16, Afternoon)
SECOND SESSION (February 20, 2024)
Figure 9. The session of Ellyza Mae Fabiaña with the Learner (February 20, Afternoon)
THIRD SESSION (February 26, 2024)

Figure 10. The Session of Ellyza Mae Fabiaña with the Learner (February 26, Afternoon)
FOURTH SESSION (March 1, 2024)
Figure 11. The Session of Ellyza Mae Fabiana with the Learner (March 1, Afternoon)
FIFTH SESSION (March 12, 2024)
Figure 12. The Session of Samantha Argañosa with the Learner (March 12, Afternoon)
SIXTH SESSION (April 2, 2024)

Figure 13. The Session of Samantha Argañosa with the Learner (April 2, Afternoon)
SEVENTH SESSION (April 3, 2024)
EIGHTH SESSION (April 4, 2024)
NINTH SESSION (April 8, 2024)
Figure 15. The Session of Francesca Eunice Leyson with the Learner (April 4, Afternoon)

TENTH SESSION (April 9, 2024)
Figure 17. The Session of Hany Shein Senosa with the Learner (April 9, Afternoon)
Progress Report/Word I Know
DOLCH PRE-PRIMER SIGHT WORDS ASSESSMENT
Student Name: Samantha Pluma
Date: February 16, 2024 (First Session, Afternoon)
Number of words correct: 26 out of 40 Percentage correct: 65%

a find is  not  three 
and for  it  One to 
away  Funny jump Play two 
big go  little  red up 
blue help  look  run we 
can  Here Make Said where 
come I me  see  Yellow
Down in  my  the  you 
Table 1. Shows the number of words correct and the percentage of the student in Dolch Pre-
Primer Sight Word Assessment during the first session.
DOLCH PRIMER SIGHT WORD ASSESSMENT


all  do  no  she  Well
am  Eat now so  Went
are Four on  soon  what 
at  get  our  That white
ate good  out  There who 
be  have  please They will 
black he  pretty this  with 
brown into  ran  too  yes 
but  Like ride  Under
came Must saw  want 
did  new  say was 
Table 2. Shows the number of words correct and the percentage of the student in Dolch
DOLCH FIRST GRADE SIGHT WORD ASSESSMENT

after Fly how open then
Again From Just over Think
an give Know Put Walk
Any Going let Round were
As Had Live some when
Ask has may Stop
By Her of Take
Could him old Thank
Every his Once them
Table 3. Shows the number of words correct and the percentage of the student in Dolch First
Grade Sight Word Assessment during the first session.
DOLCH SECOND GRADE SIGHT WORD ASSESSMENT


always  does  made  tell  why 
around don’t  many  their wish
because fast off  these work
been first  or  those would
before  five pull upon write
best found read  us your 
both gave right use 
buy goes sing very 
call  green  sit wash
cold  its  sleep  which 
Second Grade Sight Word Assessment during the first session.
DOLCH THIRD GRADE SIGHT WORD ASSESSMENT

about eight if  only  ten 
better fall keep own today 
bring  far  kind pick together
carry  full  laugh seven  try
clean got light shall  warm
cut  grow  long  show
done hold  much six 
draw hot myself small
drink hurt never  start 
Third Grade Sight Word Assessment during the first session.
DOLCH NOUNS SIGHT WORD ASSESSMENT

apple  children  flower money sister 
baby  Christmas  game morning snow
back  coat  garden mother song 
ball  corn girl  name squirrel
bear cow  goodbye nest stick
bed day  grass night street
bell  dog  ground paper sun
bird doll  hand  party table
birthday door  head picture thing
boat duck  hill pig  time 
box egg  home  rabbit  top 
boy  eye  horse rain toy 
bread farm house ring  tree
brother  farmer kitty  robin  watch
cake father leg Santa Claus water 
car  feet letter school way
cat fire  man seed wind
chair fish men sheep window
chicken floor milk shoe wood
Nouns Sight Word Assessment during the first session.
Date: February 20, 2024 (Second Session, Afternoon)

a✓ find is ✓ not ✓ three ✓
and ✓ for ✓ it ✓ one ✓ to ✓
away ✓ funny jump ✓ play two ✓
big go ✓ little ✓ red ✓ up ✓
blue ✓ help ✓ look ✓ run ✓ we ✓
can ✓ here make said where ✓
come i✓ me ✓ see ✓ yellow ✓
down in ✓ my ✓ the ✓ you ✓
Table 7. Shows the number of words correct and the percentage of the student in Dolch Pre-

all ✓ do ✓ no ✓ she ✓ well
am ✓ eat now so ✓ went
are ✓ four ✓ on ✓ soon ✓ what ✓
at ✓ get our ✓ that White
ate good ✓ out ✓ there who ✓
be ✓ have ✓ please they ✓ will ✓
black he ✓ pretty this ✓ with ✓
brown into ✓ ran ✓ too ✓ yes ✓
but ✓ like ride ✓ under
came must saw ✓ want ✓
did ✓ new ✓ say ✓ was ✓

after  fly how  open  then 
again from just over  think
an  give  know put walk
any  going let  round were 
as  had live  some  when 
ask has may  stop
by her  of  take 
could him  old  thank
every  his  once  them 
Table 9. Shows the number of words correct and the percentage of the student in Dolch First

always  does made tell  why 
around  don’t  many their wish
because fast off these  work
been first or  those would
before five  pull upon write
best found read us  your 
both gave right use 
buy  goes sing  very 
call green  sit  wash
cold  its  sleep  which

better  fall keep  own today 
bring far  kind pick  Together
carry  full  laugh seven  Try
clean  got light shall  Warm
cut  grow long  show
done hold much six 
draw hot  myself  small 
drink hurt  never  start

apple  children flower  money sister 
baby  Christmas game  morning  Snow
back  coat garden  mother  song 
ball  corn girl  name  Squirrel
bear cow  goodbye nest stick 
bed  day  grass  night  street 
bell  dog  round paper  sun 
bird 0 doll  hand  party  Table
birthday door  head picture  thing 
boat duck  hill  pig  time 
box  egg  home  rabbit  top 
boy  eye  horse  rain toy 
bread farm house  ring  tree 
Brother farmer  kitty  robin  Watch
cake father  leg  Santa Claus water 
car  feet  letter  school  way 
cat  fire man  seed Wind
chair  fish men  sheep window 
Chicken floor  milk  shoe wood 
Date: February 26, 2024 (Third Session, Afternoon)

away funny jump ✓ play two ✓
big ✓ go ✓ little ✓ red ✓ up ✓
blue ✓ help look ✓ run ✓ we ✓
can ✓ here ✓ make ✓ said where ✓
come ✓ i✓ me ✓ see ✓ yellow ✓
Pre-Primer Sight Word Assessment during the first session.

all ✓ do ✓ no ✓ she well ✓
am ✓ eat ✓ now so ✓ went ✓
are ✓ four ✓ on soon what ✓
at get our ✓ that ✓ white
ate good ✓ out there ✓ who
be ✓ have ✓ please they ✓ will
black  he ✓ pretty ✓ this ✓ with
brown into ✓ ran ✓ too 0 yes ✓
but ✓ like ✓ ride under ✓
came ✓ must ✓ saw want

after fly how open ✓ then
again ✓ from ✓ just ✓ over ✓ think ✓
an ✓ give know put ✓ walk
any going ✓ let ✓ round ✓ were ✓
as ✓ had ✓ live ✓ some when ✓
ask has ✓ may stop ✓
by her ✓ of ✓ take
could him ✓ old ✓ thank
every ✓ his ✓ once them ✓
First Grade Sight Word Assessment during the first session.

always does ✓ made tell ✓ why ✓
around ✓ don’t ✓ many ✓ their ✓ wish
because ✓ fast off these ✓ work ✓
been first ✓ or ✓ those ✓ would
before five ✓ pull upon ✓ write ✓
best found ✓ read us ✓ your ✓
both ✓ gave ✓ right ✓ use
buy ✓ goes ✓ sing ✓ very ✓
call green ✓ sit ✓ wash
cold ✓ its ✓ sleep ✓ which ✓


about ✓ eight if ✓ only ✓ ten ✓
better ✓ fall keep ✓ own ✓ today ✓
bring far ✓ kind pick ✓ together
carry ✓ full ✓ laugh seven ✓ try
clean got light ✓ shall ✓ warm
cut ✓ grow ✓ long ✓ show ✓
done ✓ hold ✓ much ✓ six ✓
draw ✓ hot myself ✓ small
drink hurt never ✓ start
Table 17. Shows the number of words correct and percentage of the student in Dolch Third

apple children ✓ flower ✓ money ✓ sister ✓
baby ✓ Christmas game ✓ morning ✓ snow
back ✓ coat ✓ garden ✓ mother ✓ song ✓
ball ✓ corn ✓ girl ✓ name ✓ squirrel ✓
bear ✓ cow ✓ goodbye nest stick
bed ✓ day ✓ grass night ✓ street ✓
bell ✓ dog ✓ ground paper sun
bird ✓ doll ✓ hand ✓ party ✓ table ✓
birthday door ✓ head picture thing
boat ✓ duck ✓ hill pig ✓ time ✓
box ✓ egg ✓ home ✓ rabbit ✓ top ✓
boy ✓ eye ✓ horse ✓ rain ✓ toy ✓
bread farm house ✓ ring ✓ tree ✓
brother farmer kitty ✓ robin ✓ watch
cake ✓ father leg ✓ Santa Claus water ✓
car ✓ feet ✓ letter ✓ school ✓ way ✓
cat ✓ fire ✓ man ✓ seed ✓ wind ✓
chair ✓ fish ✓ men ✓ sheep ✓ window ✓
chicken ✓ floor milk ✓ shoe ✓ wood ✓
Table18. Shows the number of words correct and percentage of the student in Dolch Nouns
Sight Word Assessment during the first session.
DOLCH PRE-KINDERGARTEN SIGHT WORDS ASSESSMENT
Date: March 1, 2024 (Fourth Session, Afternoon)

a✓ find is ✓ not ✓ three
away ✓ funny jump play two ✓
can ✓ here ✓ make ✓ sai✓ where ✓
Pre-Primer Sight Word Assessment during the fourth session.
DOLCH KINDERGARTEN SIGHT WORD ASSESSMENT

all ✓ do ✓ no ✓ she ✓ well ✓
at ✓ get ✓ our ✓ that ✓ white
ate ✓ good ✓ out ✓ there ✓ who ✓
black he ✓ pretty ✓ this ✓ with ✓
but ✓ like ✓ ride ✓ under ✓
came ✓ must saw ✓ want ✓
Primer Sight Word Assessment during the fourth session.

after fly how ✓ open ✓ then ✓
again from✓ just ✓ over ✓ think ✓
an✓ give ✓ know put ✓ walk ✓
any ✓ going let ✓ round ✓ were ✓
as ✓ had ✓ live ✓ some when ✓
ask has ✓ may stop ✓
by her ✓ of ✓ take
could him ✓ old ✓ thank ✓
every ✓ his ✓ once ✓ them ✓
First Grade Sight Word Assessment during the fourth session.

always✓ does ✓ made ✓ tell ✓ why
around ✓ don’t ✓ many their ✓ wish ✓
because ✓ fast off ✓ these ✓ work ✓
been first ✓ or ✓ those would
before ✓ five pull ✓ upon ✓ write ✓
best found ✓ read ✓ us ✓ your ✓
both ✓ gave ✓ right use
call ✓ green ✓ sit ✓ wash ✓
cold its ✓ sleep ✓ which ✓
Second Grade Sight Word Assessment during the fourth session.

about eight if ✓ only ✓ ten ✓
better ✓ fall ✓ keep own today ✓
bring ✓ far ✓ kind ✓ pick ✓ together ✓
carry ✓ full ✓ laugh seven ✓ try ✓
clean ✓ got light shall warm ✓
cut grow ✓ long ✓ show
done ✓ hold ✓ much✓ six ✓
draw hot ✓ myself ✓ small ✓
drink ✓ hurt ✓ never ✓ start ✓
Third Grade Sight Word Assessment during the fourth session.

apple ✓ children ✓ flower ✓ money ✓ sister ✓
baby ✓ Christmas ✓ game ✓ morning ✓ snow
back ✓ coat garden ✓ mother ✓ song ✓
ball ✓ corn ✓ girl ✓ name ✓ squirrel
bear ✓ cow ✓ goodbye nest stick
bed ✓ day grass ✓ night ✓ street
bell ✓ dog ✓ ground ✓ paper sun ✓
bird ✓ doll ✓ hand ✓ party ✓ table
birthday ✓ door ✓ head picture ✓ thing
boat ✓ duck ✓ hill ✓ pig ✓ time ✓
box egg ✓ home ✓ rabbit ✓ top ✓
boy ✓ eye horse ✓ rain ✓ toy
bread farm ✓ house ✓ ring ✓ tree ✓
brother farmer ✓ kitty ✓ robin ✓ watch
cake ✓ father ✓ leg Santa Claus ✓ water ✓
cat ✓ fire ✓ man ✓ seed ✓ wind
chair ✓ fish ✓ men ✓ sheep ✓ window ✓
chicken ✓ floor ✓ milk shoe ✓ wood ✓
Nouns Sight Word Assessment during the fourth session.
DOLCH PRE-KINDERGARTEN SIGHT WORDS ASSESSMENT
Date: March 12, 2024 (Fifth Session, Afternoon)

and ✓ for it ✓ one ✓ to ✓
away ✓ funny ✓ jump play two ✓
can ✓ here ✓ make ✓ said ✓ where ✓
down ✓ in ✓ my ✓ the ✓ you ✓
Pre-Primer Sight Word Assessment during the fifth session.
DOLCH KINDERGARTEN SIGHT WORD ASSESSMENT

am ✓ eat ✓ now ✓ so ✓ went ✓
at get our ✓ that ✓ white
ate good ✓ out ✓ there ✓ who ✓
be ✓ have✓ please they ✓ will ✓
came ✓ must ✓ saw want
Primer Sight Word Assessment during the fifth session.
after ✓ fly how ✓ open ✓ then ✓

again ✓ from just ✓ over think ✓
an ✓ give ✓ know put walk ✓
any going let ✓ round ✓ were ✓
as ✓ had ✓ live some when ✓
ask has ✓ may ✓ stop
by ✓ her ✓ of ✓ take ✓
First Grade Sight Word Assessment during the fifth session.
always ✓ does made ✓ tell why

around ✓ don’t ✓ many their ✓ wish
because ✓ fast off these ✓ work ✓
been first or ✓ those would
before ✓ five ✓ pull upon ✓ write ✓
best found ✓ read us ✓ your ✓
both gave right ✓ use ✓
buy ✓ goes sing ✓ very ✓
call green ✓ sit ✓ wash
cold ✓ its 0 sleep ✓ which
Second Grade Sight Word Assessment during the fifth session.

about eight ✓ if ✓ only ✓ ten
better ✓ fall keep ✓ own today ✓
bring ✓ far kind ✓ pick together ✓
clean got light ✓ shall warm
cut ✓ grow long ✓ show
done hold ✓ much six ✓
draw ✓ hot myself ✓ small ✓
drink hurt ✓ never ✓ start
Third Grade Sight Word Assessment during the fifth session.
apple ✓ children ✓ flower ✓ money sister ✓

baby ✓ Christmas ✓ game ✓ morning ✓ snow ✓
back coat ✓ garden mother ✓ song ✓
ball ✓ corn girl ✓ name ✓ squirrel ✓
bear cow ✓ goodbye ✓ nest ✓ stick
bell dog ✓ ground ✓ paper sun ✓
birthday ✓ door ✓ head ✓ picture thing
boat duck hill ✓ pig ✓ time ✓
boy ✓ eye horse ✓ rain ✓ toy ✓
bread farm ✓ house ring tree ✓
brother ✓ farmer ✓ kitty ✓ robin ✓ watch ✓
cake ✓ father ✓ leg ✓ Santa Claus ✓ water ✓
car ✓ feet letter school ✓ way ✓
cat ✓ fire ✓ man ✓ seed wind ✓
chair fish men ✓ sheep ✓ window
chicken ✓ floor milk shoe wood ✓
Nouns Sight Word Assessment during the fifth session.
Date: April 2, 2024 (Sixth Session, Afternoon)
a ✓ find is ✓ not ✓ three ✓

away ✓ funny ✓ jump ✓ play ✓ two ✓
blue ✓ help ✓ look run ✓ we ✓
can ✓ here make ✓ said ✓ where ✓
come ✓ I✓ me ✓ see ✓ yellow ✓
Pre-Primer Sight Word Assessment during the sixth session.

am eat ✓ now so ✓ went ✓
at ✓ get ✓ our ✓ that ✓ white ✓
came ✓ must ✓ saw ✓ want ✓
did ✓ new say ✓ was ✓
Primer Sight Word Assessment during the sixth session.
after ✓ fly ✓ how ✓ open ✓ then ✓

again from ✓ just over ✓ think ✓
an ✓ give ✓ know put ✓ walk ✓
any ✓ going ✓ let ✓ round ✓ were ✓
as had ✓ live ✓ some ✓ when ✓
ask has ✓ may ✓ stop ✓
by her ✓ of ✓ take ✓
could ✓ him ✓ old ✓ thank ✓
every ✓ his ✓ once them ✓
First Grade Sight Word Assessment during the sixth session.
always ✓ does ✓ made tell ✓ why ✓

around don’t ✓ many their wish
because ✓ fast off ✓ these ✓ work ✓
been first ✓ or ✓ those ✓ would ✓
before ✓ five ✓ pull upon ✓ write ✓
both ✓ gave ✓ right ✓ use ✓
cold its ✓ sleep ✓ which ✓
Second Grade Sight Word Assessment during the sixth session.
about ✓ eight ✓ if ✓ only ✓ ten

bring far ✓ kind pick ✓ together
carry ✓ full ✓ laugh ✓ seven ✓ try ✓
clean got light ✓ shall ✓ warm ✓
done hold ✓ much six ✓
draw ✓ hot ✓ myself ✓ small ✓
Third Grade Sight Word Assessment during the sixth session.

back coat garden ✓ mother ✓ song ✓
ball corn ✓ girl ✓ name squirrel
bear ✓ cow goodbye ✓ nest ✓ stick
bell ✓ dog ✓ ground ✓ paper ✓ sun ✓
bird doll ✓ hand ✓ party ✓ table
birthday ✓ door ✓ head picture ✓ thing ✓
box egg home ✓ rabbit ✓ top ✓
boy ✓ eye horse ✓ rain ✓ toy
bread ✓ farm ✓ house ✓ ring ✓ tree ✓
brother ✓ farmer ✓ kitty ✓ robin ✓ watch
cat ✓ fire man ✓ seed wind ✓
chair fish men ✓ sheep ✓ window ✓
chicken ✓ floor ✓ milk shoe ✓ wood ✓
Nouns Sight Word Assessment during the sixth session.
Date: April 3, 2024 (Seventh Session, Afternoon)
a ✓ find ✓ is ✓ not ✓ three ✓

away ✓ funny ✓ jump ✓ play two ✓
can ✓ here make ✓ said ✓ where ✓
Pre-Primer Sight Word Assessment during the seventh session.

ate ✓ good ✓ out ✓ there ✓ who ✓
black ✓ he ✓ pretty ✓ this ✓ with
brown ✓ into ✓ ran ✓ too ✓ yes ✓
Primer Sight Word Assessment during the seventh session.
after ✓ fly how open ✓ then ✓

again ✓ from ✓ just ✓ over ✓ think ✓
an ✓ give ✓ know ✓ put ✓ walk ✓
any ✓ going ✓ let ✓ round ✓ were
as ✓ had ✓ live ✓ some ✓ when ✓
ask has ✓ may ✓ stop ✓
First Grade Sight Word Assessment during the seventh session.
always ✓ does ✓ made ✓ tell ✓ why ✓

around don’t ✓ many their ✓ wish ✓
because ✓ fast ✓ off ✓ these ✓ work ✓
been ✓ first ✓ or ✓ those ✓ would ✓
before ✓ five ✓ pull ✓ upon ✓ write ✓
Second Grade Sight Word Assessment during the seventh session.
about ✓ eight ✓ if ✓ only ✓ ten ✓

better ✓ fall ✓ keep ✓ own today ✓
bring ✓ far ✓ kind ✓ pick ✓ together
clean ✓ got ✓ light shall ✓ warm ✓
draw ✓ hot ✓ myself ✓ small ✓
Table 41. Shows the number of words correct and percentage of the student in Dolch Third
Grade Sight Word Assessment during the seventh session.

baby Christmas game ✓ morning ✓ snow ✓
ball ✓ corn ✓ girl name ✓ squirrel ✓
bear ✓ cow ✓ goodbye ✓ nest ✓ stick ✓
bed ✓ day ✓ grass ✓ night ✓ street ✓
bell ✓ dog ✓ ground paper ✓ sun ✓
birthday ✓ door ✓ head ✓ picture ✓ thing ✓
boat ✓ duck ✓ hill pig ✓ time ✓
cake ✓ father ✓ leg ✓ Santa Claus water ✓
car ✓ feet ✓ letter ✓ school ✓ way
cat ✓ fire ✓ man ✓ seed ✓ wind ✓
chair fish ✓ men ✓ sheep ✓ window ✓
Table 42. Shows the number of words correct and percentage of the student in Dolch Nouns
Sight Word Assessment during the seventh session.
Date: April 4, 2024 (Eighth Session, Afternoon)

away ✓ funny ✓ jump ✓ play two ✓
come I✓ me ✓ see ✓ yellow ✓
Pre-Primer Sight Word Assessment during the eighth session.
Number of words correct:50 out of 52 Percentage correct: 96%

be ✓ have ✓ please ✓ they ✓ will ✓
black ✓ he ✓ pretty ✓ this ✓ with ✓
Primer Sight Word Assessment during the eighth session.

again ✓ from just ✓ over ✓ think ✓
an ✓ give ✓ know ✓ put ✓ walk
as ✓ had live ✓ some ✓ when ✓
ask ✓ has ✓ may ✓ stop ✓
could him ✓ old ✓ thank
First Grade Sight Word Assessment during the eighth session.

around ✓ don’t ✓ many ✓ their ✓ wish ✓
been first ✓ or ✓ those ✓ would ✓
call ✓ green ✓ sit ✓ wash
Second Grade Sight Word Assessment during the eighth session.

better ✓ fall ✓ keep ✓ own ✓ today ✓
clean ✓ got light ✓ shall ✓ warm ✓
done hold ✓ much ✓ six ✓
draw ✓ hot ✓ myself ✓ small
Third Grade Sight Word Assessment during the eighth session.

bear ✓ cow ✓ goodbye ✓ nest ✓ stick ✓
bed ✓ day ✓ grass ✓ night ✓ street
bird ✓ doll ✓ hand party ✓ table ✓
birthday ✓ door ✓ head ✓ picture ✓ thing ✓
cat ✓ fire man ✓ seed ✓ wind ✓
chair ✓ fish ✓ men ✓ sheep window ✓
Nouns Sight Word Assessment during the eighth session.
Date: April 8, 2024 (Ninth Session, Afternoon)

Pre-Primer Sight Word Assessment during the ninth session.

are ✓ four on ✓ soon ✓ what ✓
at ✓ get ✓ our ✓ that ✓ white
brown ✓ into ✓ ran ✓ too ✓ yes ✓
came must saw ✓ want ✓
did ✓ new ✓ say ✓ was
Primer Sight Word Assessment during the ninth session.
Date: April 8, 2024 (Ninth Session, Afternoon )

any ✓ going ✓ let ✓ round ✓ were
as ✓ had ✓ live ✓ some ✓ when ✓
ask ✓ has ✓ may ✓ stop ✓
could ✓ him ✓ old ✓ thank ✓
First Grade Sight Word Assessment during the ninth session.

around ✓ don’t ✓ many ✓ their ✓ wish ✓
been first ✓ or ✓ those would ✓
cold ✓ its ✓ sleep which ✓
Second Grade Sight Word Assessment during the ninth session.

clean got ✓ light ✓ shall ✓ warm ✓
draw hot ✓ myself ✓ small
Third Grade Sight Word Assessment during the ninth session.

baby ✓ Christmas ✓ game ✓ morning ✓ snow
bear ✓ cow ✓ goodbye ✓ nest stick ✓
bed ✓ day ✓ grass ✓ night ✓ street
bird doll ✓ hand party ✓ table
chair fish ✓ men ✓ sheep window ✓
chicken ✓ floor milk ✓ shoe wood ✓
Nouns Sight Word Assessment during the ninth session.
Date: April 9, 2024 (Tenth Session, Afternoon)
a ✓ find ✓ is ✓ not ✓ three ✓

Pre-Primer Sight Word Assessment during the tenth session.

are ✓ four on ✓ soon ✓ what ✓
black ✓ he ✓ pretty ✓ this ✓ with ✓
Primer Sight Word Assessment during the tenth session.

as ✓ had ✓ live some ✓ when ✓
ask ✓ has ✓ may stop ✓
could ✓ him ✓ old ✓ thank
First Grade Sight Word Assessment during the tenth session.
always ✓ does made ✓ tell ✓ why ✓

around ✓ don’t ✓ many ✓ their wish ✓
been ✓ first ✓ or ✓ those would ✓
before ✓ five pull ✓ upon write
best ✓ found read ✓ us ✓ your ✓
call ✓ green ✓ sit wash ✓
Second Grade Sight Word Assessment during the tenth session.
about ✓ eight if ✓ only ✓ ten ✓

better ✓ fall ✓ keep ✓ own ✓ today ✓
clean ✓ got ✓ light ✓ shall ✓ warm ✓
done hold ✓ much ✓ six ✓
draw hot ✓ myself ✓ small
Third Grade Sight Word Assessment during the tenth session.

back ✓ coat ✓ garden ✓ mother ✓ song
bear ✓ cow ✓ goodbye ✓ nest stick ✓
bed ✓ day ✓ grass ✓ night ✓ street ✓
bird ✓ doll hand ✓ party ✓ table ✓
chair ✓ fish ✓ men sheep ✓ window ✓
chicken ✓ floor ✓ milk ✓ shoe ✓ wood ✓
Nouns Sight Word Assessment during the tenth session.
The Result of the Overall Grading Level of the Learner From First Session to Tenth
Session of Dolch Sight Words

First Session (February 16, 2024)
Grade Level Number of Words Percentage Correct Grading Level
Correct of
Pre-Primer 26/40 65% Frustration
Primer 32/52 62% Frustration
First Grade 21/41 51% Frustration
Second Grade 20/46 43% Frustration
Third Grade 17/41 41% Frustration
Nouns 43/95 45% Frustration
Table 61. The Overall Grading Level of the Learner in First Session
Second Session (February 20, 2024)
Correct of
Table 62. The Overall Grading Level of the Learner in Second Session
Third Session (February 26, 2024)

Correct of
Pre-Primer 36/40 90% Instructional
Table 63. The Overall Grading Level of the Learner in Third Session
Fourth Session (March 1, 2024)

Correct of
Table 64. The Overall Grading Level of the Learner in Fourth Session
Fifth Session (March 12, 2024)

Correct of
Table 65. The Overall Grading Level of the Learner in Fifth Session
Sixth Session (April 2, 2024)

Correct of
Table 66. The Overall Grading Level of the Learner in Sixth Session
Seventh Session (April 3, 2024)

Correct of
Primer 50/52 96% Independent
Second Grade 43/46 93% Instructional
Third Grade 39/41 95% Independent
Nouns 86/95 91% Instructional
Table 67. The Overall Grading Level of the Learner in Seventh Session
Eighth Session (April 4, 2024)

Correct of
Pre-Primer 38/40 95% Independent
Third Grade 37/41 90% Instructional
Table 68. The Overall Grading Level of the Learner in Eighth Session
Ninth Session (April 8, 2024)
Correct of
First Grade 38/41 93% Instructional
Table 69. The Overall Grading Level of the Learner in Ninth Session
Tenth Session (April 9, 2024)

Correct of
Table 70. The Overall Grading Level of the Learner in Tenth Session
Summary
The primary objective of this case study is to identify the outcomes of a specific
remedial instruction program designed to improve the reading proficiency of a learner in the
English language. As we conducted Samantha’s first session, it was evident that when she read
the sight words and realized that they were wrong, she immediately corrected herself.
Sometimes she got it right and wrong as well. We have also noticed when we conducted earlier
sessions that she reads the sight words immediately and sometimes makes mistakes such as
insertion, omission, correction, and substitution of words. However, she has made a lot of
significant improvements every session with the help of the VKAT technique, and the
researchers have noticed that she is interested in learning how to read the words with which
she isn’t familiar.
Furthermore, we have noticed that the learner has improved a lot in the last three
sessions. The researchers have seen huge progress in her reading proficiency because of the
use of different reading materials, leading the learner from frustration level to instructional
level in third grade and nouns with 90% and 94%, respectively, in the last session conducted.
The learner also improved a lot in pre-kindergarten and kindergarten sight words in the tenth
session, from frustration level to independent level, having a percentage of 100% and 96%,
respectively. With proper guidance and instruction, the learner acquired basic pronouncing and
fluency in reading the Dolch Sight Words Assessment.
Conclusion
Samantha’s session results show that despite being in fourth grade, the learner is still
unable to read the Dolch Sight Words Assessment. The student can pronounce and read certain
words with ease, yet there are others that she finds challenging and needs the teacher’s help
with. The student struggles to read a number of words in the first session of every grade level,
including pre-kindergarten, kindergarten, first, second, and third, as well as nouns.
Nevertheless, she quickly understands the meaning of the sight words when the group uses her
imagination or discusses the term. She was able to answer appropriately, for instance, when
the group described the term “white” as “the color of her clothes” and when we described the
word “black” as “the color of her hair.” She also frequently corrects herself and repeats herself
as she reads. As an illustration, consider the words “muts” for “must,” “aks” for “ask,” and
“hers” for “her.” Her habit of self-correction is to alter the last letter or syllable every time. She
usually reads words that are far from the displayed sight words if she is unable to read the word
or is unfamiliar with it.
The utilization of varied reading materials and instructional pedagogies has led the
learner from frustration to an independent level in third grade, and as the sessions go on, the
researchers have noticed notable advances. The learning environment was one of the main
elements influencing the student’s difficulty reading certain words. She might have found face-
to-face interaction to be an uncomfortable and noisy learning environment. Additionally,
because she tends to be shy in the classroom, she might not have had as many opportunities to
ask questions or get immediate assistance with her reading abilities. Her capacity to pick up
and improve her reading and comprehension skills is affected by this. Moreover, another aspect
is mother-tongue-based multilingual education (MTB-MLE). She found it difficult to transition
from her native tongue to a new language for instruction because of her limited exposure to
mother-learner-based multilingual education.
To sum up, different reading materials and instructions can help the learner make
significant advancements. Additionally, the learner should be given a learning environment
where her focus cannot be disturbed by others or noises. The confidence of the learner should
also be molded so that she has the capability to ask questions to the lecturer if there are words
that she finds difficult to comprehend. The transition from the mother tongue to another
language should also be practiced by the learner.
Recommendation
If a child from fourth grade has completed a remedial session, it’s important to continue
supporting their learning and provide appropriate recommendations to help them progress
further. Here are some suggestions:
 Make time to read at home. There should be a set amount of time set aside for the
student to read. Her choice of English books at home will help her become comfortable
with vocabulary and practice pronouncing words correctly.
 Practice vowel and consonant sounds. Return to the fundamentals. To increase accuracy
and clarity, practicing vowel and consonant sounds entails paying close attention to how
each sound is pronounced individually. Through the use of targeted sound exercises and
word recognition practice, students can successfully improve their language ability and
reading comprehension. Vowel and consonant sound proficiency can be further
reinforced with regular practice and interactive learning resources.
 Discuss what you’ve read. Encourage the student to have conversations with others
about the content they have read. This can strengthen comprehension and present
chances for analysis and critical thought.
 Engage Family Support. Engage the learner’s family in the process of learning to read.
Tell them how important reading is and how they can help her at home. Encourage her
parents or siblings to read to her on a regular basis and to discuss the books they’ve
read with her. Additionally, offer straightforward reading-encouraging activities like
going to the nearest library or locating kid-friendly books that fit the student’s interests.
 Reading Comprehension Strategies. Her comprehension of what she reads can be
improved by using techniques like summarizing, anticipating, interfering, and
questioning.
 Guided Reading. A teacher or tutor can help a student get the support she needs to
enhance her reading abilities through one-on-one or small group reading sessions.
 Encourage reading. Regular reading helps develop one’s vocabulary, comprehension,
and critical thinking abilities. A wide range of books, including fiction, non-fiction, and
news pieces suitable for their age, should be read by the student.
 Positive Affirmation. Encourage the learner and give her constructive criticism as she
progresses in her reading. Acknowledge every achievement she has made, no matter
how small, to boost her self-esteem and motivation. Consider implementing reward
systems where she can earn small gifts (such as stickers or bookmarks) for completing
particular reading assignments and reaching reading goals.
V. Learner 2: Profile, Case Study, Summary, Recommendation and Conclusion
Figure 18. The pupil inside their house at Brgy. Culajao, Roxas City, Capiz
Personal Data
Name: Mark Rael Artates
Date of Birth: October 26, 2013
Grade: VI Age: 10 Sex: Male
No. of children in the family: 3 Birth order of child: 2nd child
Mother’s Name: Daisy Llamas Occupation: OFW
Father’s Name: Mark Lawrence Artates Occupation: Delivery Rider

 Filipino and Araling Panlipunan

 Books
 No, because it was modular.

 Yes

 Yes

 Yes

 Sometimes
 7:30 – 8:00 AM, ESP

 Yes

 Always
 Taking notes and answering some questions after the storytelling administered by the
teacher.

Figure 19: Dolch Sight Words



Figure 25. The Session of Kim Tanghal with the Learner (February 16, Afternoon)
Figure 26. The Session of Jairah Florentino with the Learner (February 20, Afternoon)
THIRD SESSION (March 4, 2024)
Figure 27. The Session of Abegail Kaye Mantiquilla with the Learner (March 4, Afternoon)

Figure 30. The Session of Hany Shein Senosa with the Learner (April 2, Afternoon)
Figure 31. The Session of Rhymrose Ann Bendero with the Learner (April 3, Afternoon)
Figure 32. The Session of Mikee Dogelio with the Learner (April 4, Afternoon)

Figure 33. The Session of Rhymrose Ann Bendero with the Learner (April 8, Afternoon)
Figure 34. The Session of Maykyla Jade Deguilmo with the Learner (April 9, Afternoon)
DOLCH PRE-PRIMER SIGHT WORD ASSESSMENT
Student Name: Mark Rael Artates
Number of words correct: 25 of 40 Percentage correct: 63%

a find is  not  three
and  for it  one to 
Away funny  Jump Play two
big  go  little  red  up 
blue  help  look  run  we 
can  here Make said where
Come I me  see  yellow
Pre-Primer Sight Word Assessment during first session


all do  no  she  well
am  eat now so  went
are  four  on soon  what
at  get  our  that white 
ate good  out there who 
be  have  please  They will 
black  he  pretty  this  with
brown into  ran  too  yes 
but like ride under 
came must  saw want
Primer Sight Word Assessment during first session

after  fly how open  then
again from just  over  think
an  give know put walk
any going  let  round were 
as  had  live  some  when
ask has  may stop 
by  her of take
could him  old thank
every his  once them
First Grade Sight Word Assessment during first session


always  does  made tell  why
around don’t many their wish
because  fast off these  work
been first or  those  would
before  five pull upon  write
both gave right use
buy goes sing  very 
cold its  sleep  which
Second Grade Sight Word Assessment during first session

about Eight if  only  ten
better Fall keep  own today 
bring  far  kind pick together
clean got light shall warm
cut  grow long  show 
draw hot myself  small
drink hurt never  start 


apple  children flower  money sister
baby  Christmas  game  morning  snow
back  coat garden  mother  song
ball  corn girl  name  squirrel
bear cow goodbye  nest stick
bed  day  grass  night street
bell dog  ground paper  sun 
bird doll  hand  party  table
birthday  door  head picture thing
boat duck  hill pig  time
box  egg home rabbit  top
boy eye horse rain toy 
bread  farm  house ring tree 
brother  farmer  kitty  robin  watch
cake  father  leg  Santa Claus  water 
car  feet letter school way
cat  fire man  seed wind
chair fish men sheep window
chicken  floor milk  shoe wood

and  for  it  one to 
Away funny  jump  play  two 
can  here make said where
Come I me  see  yellow
Down in  my  the you 
Pre-Primer Sight Word Assessment during second session

all do  no  she  well 
at  get  our  that  white
be  have  please  They will 
black  he  pretty  this  with
brown  into  ran  too  yes 
but like  ride under 
came must  saw want 
did  new say was 
Primer Sight Word Assessment during second session

after  fly  how open  then 
again  from just  over  think
an  give know put walk
any going let  round were 
as  had  live  some  when
by  her of take
First Grade Sight Word Assessment during second session

always  does  made tell  why
around don’t  many their wish
because  fast  off these  work 
been first  or  those  would
both gave right use
buy goes sing  very 
cold  its  sleep  which
Second Grade Sight Word Assessment during second session

about eight  if  only  ten
bring  far  kind pick  together
clean  got  light shall  warm
cut  grow long  show
done hold much  six 
drink hurt  never  start 
Third Grade Sight Word Assessment during the second session.

apple  children  flower  money sister 
baby  Christmas  game  morning  snow 
ball  corn girl  name  squirrel 
bear cow goodbye  nest  stick 
birthday  door  head  picture  thing 
boat duck  hill  pig  time
box  egg  home rabbit  top 
boy eye horse rain toy 
bread  farm  house ring  tree 
car  feet  letter school  way
cat  fire man  seed wind
chair  fish men sheep window
chicken  floor milk  shoe wood
Nouns Sight Word Assessment during the second session.
Date: March 4, 2024 (Third Session, Afternoon)

and  for  it  one  to 
away  funny  jump  play  two 
blue  help look  run  we 
can  here Make said where 
come  I me  see  yellow 
Pre-Primer Sight Word Assessment during third session

am  eat  Now so  went 
are  four  on soon  what 
be  have  please  they  will
black  he  pretty  this  with 
but like  ride  under 
Primer Sight Word Assessment during third session

after  fly  how open  then
again  from just  over  Think
an  give know put walk 
any  going  let  round  were 
as  had  live  some  when 
by  her of  take 
First Grade Sight Word Assessment during third session

always  does  made tell  why 
around don’t  many  their  wish
best  found  read us  your 
both gave  right  use
buy goes  sing  very 
call green  sit  wash 
Second Grade Sight Word Assessment during third session

about  eight  if  only  ten
better  Fall keep  own  today 
bring  far  kind pick  together 
clean  got  light  shall  warm
cut  grow  long  show 
done hold  much  six 
drink  hurt  never  start 
Third Grade Sight Word Assessment during the third session.

apple  children  flower  money  sister 
baby  Christmas  game  morning  snow
bear  cow  goodbye  nest  stick 
birthday  door  head  picture  thing
boy  eye horse rain  toy 
brother  farmer  kitty  robin  watch 
cat  fire man  seed  wind
chair  fish men sheep  window 
chicken  floor  milk  shoe wood 
Nouns Sight Word Assessment during the third session.


a find  is  not  three 
can  here make  said  where 
Pre-Primer Sight Word Assessment during fourth session

all do  no  she well
am  eat  now so  went 
are  four  on  soon  what 
at  get  our that white
ate  good  out  there  who 
be  have  please  they  will 
but  like  ride under 
came  must saw want 
did  new say  was 
Primer Sight Word Assessment during fourth session

after  fly how  open  then 
again  from  just  over  think 
an  give  know put  walk 
any  going let  round  were
as  had  live  some when 
ask  has  may stop 
by  her of  take
could  him  old  thank
First Grade Sight Word Assessment during this fourth session

always  does  made  tell  why
around  don’t  many their  wish 
because  fast off  these  work
been first  or  those would 
before  five pull  upon  write 
best  found  read  us  your 
both  gave right use
buy  goes  sing  very 
call green  sit  wash 
Second Grade Sight Word Assessment during fourth session

better  fall  keep  own  today 
bring  far  kind  pick  together 
carry  full  laugh seven try 
clean got light shall  warm
done  hold  much  six 
draw  hot  myself  small 
Third Grade Sight Word Assessment during the fourth session.

back  coat  garden  mother  song 
ball  corn  girl  name  squirrel
bear cow  goodbye  nest  stick
bell dog  ground  paper  sun 
bird  doll  hand  party  table
boy  eye horse  rain  toy 
cat  fire  man  seed wind 
chair  fish  men  sheep  window 
chicken  floor  milk  shoe wood
Table 94. Shows the number of words ccorrect and the percentage of the student in Dolch
Nouns Sight Word Assessment during the fourth session.

can  here  make  said  where 
down  in  my  the  you 
Pre-Primer Sight Word Assessment during fifth session

am  eat  now  so  went 
are  four  on  soon  what
at  get  our  that white
ate good  out  there  who 
black he  pretty  this  with 
but  like ride under 
came  must saw want 
Primer Sight Word Assessment during fifth session

after  fly how  open  then
again  from  just  over think
an  give  know put walk 
any going let  round  were 
as  had  live some when
ask  has  may stop 
could him old  thank
every his  once them 
First Grade Sight Word Assessment during this fifth session

always  does made  tell why
around  don’t  many their  wish 
been first  or those  would
best  found  read us  your 
both gave right use
buy  goes sing  very 
cold  its  sleep which
Second Grade Sight Word Assessment during fifth session


about  eight  if  only ten
carry  full  laugh seven try 
clean got  light shall  warm
done hold much  six 
draw hot  myself  small
drink  hurt never  start
Third Grade Sight Word Assessment during the fifth session.

apple  children  flower money  sister 
ball  corn  girl  name  squirrel
bear  cow  goodbye nest  stick 
bed  day  grass night street
bell  dog  ground paper  sun
bird  doll  hand  party table
boat duck hill  pig  time
boy  eye horse  rain  toy 
cake father  leg  Santa Claus  water 
car  feet letter school  way
cat  fire man  seed wind 
chair  fish  men sheep  window
chicken floor  milk  shoe wood
Nouns Sight Word Assessment during the fifth session.

come I me  see  yellow 
down in  my  the  you 
Pre-Primer Sight Word Assessment during sixth session

ate  good  out there  who 
came  must  saw want 
Primer Sight Word Assessment during sixth session

again  from  just  over  think
an  give know put walk 
any  going let  round  were 
ask  has  may  stop 
every  his  once them 
First Grade Sight Word Assessment during this sixth session

always  does  made tell  why 
around  don’t  many  their  wish
both  gave  right  use
buy goes  sing  very 
call  green  sit  wash 
Second Grade Sight Word Assessment during sixth session

about  eight  if  only  ten
better  fall keep  own  today 
carry  full  laugh seven  try 
clean got  light  shall  warm 
done hold  much  six 
drink  hurt never  start 
Table 105. Shows the number of correct words and the percentage of the student in Dolch
Third Grade Sight Word Assessment during the sixth session.

bear cow goodbye  nest  stick
bed  day  grass  night street 
bell dog  ground  paper  sun 
boy  eye  horse  rain  toy 
bread farm  house ring  tree 
car  feet  letter  school  way
cat  fire man  seed  wind 
chair  fish men sheep  window 
Nouns Sight Word Assessment during the sixth session.

Pre-Primer Sight Word Assessment during seventh session

all  do  no  she  well 
at  get  our  that  white 
ate  good  out there  who 
but  like  ride  under 
came  must  saw want 
did  new  say  was 
Primer Sight Word Assessment during seventh session

could  him  old  thank 
First Grade Sight Word Assessment during this seventh session

around  don’t  many  their  wish 
been first  or  those  would 
before  five  pull  upon  write 
both  gave  right  use 
Second Grade Sight Word Assessment during seventh session

about  eight  if  only  ten 
carry  full  laugh  seven  try 
clean  got  light  shall  warm 
Third Grade Sight Word Assessment during the seventh session.

bear  cow goodbye  nest  stick 
bell  dog  ground  paper  sun 
bird  doll  hand  party  table 
birthday  door  head picture  thing 
boat  duck  hill  pig  time 
cat  fire  man  seed  wind 
chair  fish men  sheep  window 
Nouns Sight Word Assessment during the seventh session.

down in  my  the  you 
Pre-Primer Sight Word Assessment during eighth session

came  must  saw  want 
Primer Sight Word Assessment during eighth session

after  fly  how  open  then 
First Grade Sight Word Assessment during this eighth session

been first  or  those  would 
before  five  pull  upon  write 
Second Grade Sight Word Assessment during eighth session.

carry  full  laugh  seven  try 
Third Grade Sight Word Assessment during the eighth session.

bear  cow goodbye  nest  stick 
cat  fire  man  seed  wind 
chicken  floor  milk  shoe  wood 
Nouns Sight Word Assessment during the eighth session.

Pre-Primer Sight Word Assessment during ninth session

all  do  no she  well 
but like  ride under 
Primer Sight Word Assessment during ninth session

after  fly  how  open  then 
an  give  know  put walk
by  her of take
First Grade Sight Word Assessment during this ninth session

because  fast  off  these  work 
before  five  pull  upon write 
cold  its  sleep which 
Second Grade Sight Word Assessment during ninth session.

better  fall  keep  own today 
Third Grade Sight Word Assessment during the ninth session.


ball  corn  girl  name  squirrel 
bear  cow  goodbye  nest  stick 
bed  day  grass  night  street 
bird  doll  hand  party  table 
birthday  door  head  picture  thing 
cat  fire man  seed  wind 
chicken  floor  milk  shoe  wood 
Nouns Sight Word Assessment during the ninth session.

Pre-Primer Sight Word Assessment during tenth session

but  like  ride  under 
came  must  saw  want
Primer Sight Word Assessment during tenth session

after  fly  how  open  then
an  give  know  put  walk 
First Grade Sight Word Assessment during this tenth session

because  fast  off  these  work 
before  five  pull  upon write 
cold  its  sleep which 
Second Grade Sight Word Assessment during tenth session.

clean got  light shall  warm 
Third Grade Sight Word Assessment during the tenth session.

ball  corn  girl  name  squirrel 
bear cow  goodbye  nest stick 
boat  duck  hill  pig  time
box  egg  home  rabbit top 
boy  eye horse  rain toy 
bread  farm  house  ring  tree 
cat  fire man  seed wind 
chair fish  men  sheep  window 
chicken floor  milk  shoe  wood
Nouns Sight Word Assessment during the tenth session.

Correct of

Correct of
Third Session (March 4, 2024)

Correct of

Correct of
Correct of

Correct of

Correct of
Second Grade 44/46 96% Independent

Correct of
Second Grade 44/46 96% Independent

Correct of
Nouns 93/95 98% Independent

Correct of
First Grade 40/41 98% Independent
Summary
In the first session, the researchers attempted to teach Rael to read sight words ranging
from pre-kindergarten up to nouns. We noticed that he can basically read the words from pre-
kindergarten to kindergarten, which results in him receiving high scores in those levels, but he
is having a hard time reading those from the first grade to nouns; he just garnered less than half
of the words. Fortunately, in the second session, we have seen a lot of improvements in his
scores and dedication. That’s why we slowly let him focus on reading sight words ranging from
first grade to nouns, as he had almost perfected sight words from pre-kindergarten to
kindergarten, and we applied the VKAT technique to assist him, as well as phonics. Slowly,
the sessions became successful in teaching him to read sight words from first grade up to nouns.
Moreover, we have noticed that the learner has progressed a lot. In the last four sessions,
we have seen that most of the grade levels were at an instructional and independent level. The
huge progress of the learner is because of the various learning materials that the researchers
used in assessing his learning. Most importantly, the learner acquired basic pronouncing and
fluency skills in reading the Dolch Sight Words Assessment with the proper guidance and
instruction.
Conclusion
The result of our case study shows that the fourth-grade student, Rael, can learn to read
basic words with the great help and guidance of the teacher. In the first session, Rael almost
mispronounced all of the words, and he usually forgot to pronounce the other letters of the
word, like, for example, the words jump, brown, read, and fast, which made him read them as
jam, brow, red, and fat. One thing that we notice during the early sessions is that he usually
changes the word into the most common English word that he hears most of the time. An
example of that is the words kind, own, pick, and which he reads as kid, on, pink, and wish.
The learner starts to remember the word and the pattern of it, which helps him remember how
to properly read the words, but it takes a little time for him to think, which uses all of his 10
seconds of time to read.
As the sessions continue, we can notice that the student is having a good time and looks
forward to the future sessions. He shows a great improvement in learning and studying the
word by discussing it. Proposing to him the Filipino translation of the word and simple
sentence-making using it also allows him to read and remember it. He still misspoke some of
it, but it’s getting fewer as the session continues. Around the 6th session, he started to use and
realize the pronunciation of the other letter in the words, so that when we say the word “which,”
he should not forget to make the sound of ‘ch’ to make it right. While reading, he commonly
checks and corrects himself on some words and reads them a second time. In the continuing
session, he shows great motivation and becomes so competitive that he checks how many
words he got wrong for this session and promises us and himself that he will remember and
read them properly in the next session. He showed a great improvement, but these words are
commonly easy for the fourth grade, but we did consider some of the social and educational
factors that affect his reading. He was part of modular learning when he was in the early grades,
and at that time they usually studied how to read and write easy words at home. The absence
of the teacher and the lack of guidance from the parents at that time stopped their development,
which affected his reading development. His hunger to learn new words becomes his great
strength and motivation in learning, which makes him easier to teach. We can see that he will
continue to improve his reading even after our sessions.
As a result of the sessions, the student improved his reading with words lower than his
level. The modular learning because of the pandemic affects his reading, but the motivations
that he showed in sessions indicate that he will become a good reader and improve his language
independence if he continues to receive the guidance and help he needs.
Recommendation
 Practice shared reading. Engaging in reading activities such as reading aloud together
can collaboratively enhance the learners understanding and enjoyment of reading.
 Reread to build fluency. Repeat the reading of a text multiple times to improve reading
speed, accuracy, comprehension, and overall fluency.
 Positive Reinforcement. Throughout the student’s reading journey, provide him with
encouragement and supportive feedback. Honor all of his accomplishments, no matter
how modest, to give him more confidence and drive. Think about setting up reward
systems where he can receive modest gifts, like stickers or bookmarks, for meeting
reading goals and finishing specific reading assignments.
 Guided Reading. A teacher or tutor can help a student get the support he needs to
enhance his reading abilities through one-on-one or small group reading sessions.
 Discuss what you’ve read. Encourage the student to have conversations with others
about the content they have read. This can strengthen comprehension and present
chances for analysis and critical thought.
 Practice vowel and consonant sounds. Return to the fundamentals. To increase accuracy
and clarity, practicing vowel and consonant sounds entails paying close attention to how
each sound is pronounced individually.
 Have someone to read with. Be with an adult who can assist the learner in correcting
herself while reading, such as parents, guardians, or other adults.
VI. Learner 3: Profile, Case Study, Summary, Recommendation and Conclusion
Figure 34. The pupil inside their classroom in Paciano Bombaes Memorial School in Brgy.
Culajao, Roxas City, Capiz.
Personal Data
Name: Andrei Mangalindan
Date of Birth: January 8, 2013
Grade: IV Age: 11 years old Sex: Male
No. of children in the family: 4 Birth order of child: 2nd child
Mother’s Name: Reado Dorado Occupation: OFW
Father’s Name: Rommel Tiu Occupation: None

 Filipino

 None
 No, because it was modular.

 Yes

 No

 Yes

 Sometimes
 7:30 to 8:00, ESP

 Yes

 Sometimes
 Reading and taking notes

Figure 36. Dolch Sight Words



Figure 42. The Session of Abegail Kaye Mantiquilla with the Learner (February 16,
Afternoon)
Figure 43. The Session of Abegail Kaye Mantiquilla with the Learner (February 20,
Afternoon)
THIRD SESSION (March 4, 2024)

Figure 44. The Session of Jairah Florentino with the Learner (March 4, Afternoon)

Figure 47. The Session of Maykyla Jade D. Deguilmo with the Learner (April 2, Afternoon)
Figure 48. The Session of Jairah Florentino with the Learner (April 3, Afternoon)
Figure 49. The Session of Jairah Florentino with the Learner (April 4, Afternoon)

Figure 50. The Session of Abegail Mantiquilla with the Learner (April 8, Afternoon)
Figure 51. The Session of Rhymrose Ann Bendero with the Learner (April 9, Morning)
Student Name: Andrei Mangalindan

a find is not three
and for it one to
away funny jump Play two
big go little red up
blue help look run we 
come I me see yellow
down in my the you
Pre-Primer Sight Word Assessment during first session


all do no she well
am eat now so  went
are four  on soon what
at get  our that white
ate good out there who
be  have please they will
black  he  pretty this with
brown  into ran too yes
but like ride under
came must saw want
did new say was 
Primer Sight Word Assessment during first session

after fly how open then
again from just over think
an give know put walk
any going let round were
as  had live some when
ask has  may  stop
by her of take
could him old thank
First Grade Sight Word Assessment during first session


always does made tell why
around  don’t many their wish
because fast off  these work
been first or  those would
before five pull upon write
best found read us  your
both gave right use
buy goes sing very
call green sit wash 
cold its sleep which
Second Grade Sight Word Assessment during first session

about eight if  only ten
better fall keep own today
bring far kind pick together
carry full laugh seven try
clean got light shall warm
cut grow long show
draw hot myself small
drink hurt never start

and for it one  to
away  funny jump play two
big  go  little  red  up
blue help look run we 
come I me  see yellow
down  in my  the you
Pre-Primer Sight Word Assessment during second session
Number of words correct:13 of 52 Percentage correct: 25%

all do  no she  well 
are four on soon  what
at get our that white
be  have please they will 
black he  pretty  this with
brown into  ran too  yes 
but like ride under
came must saw want
did new say was
Primer Sight Word Assessment during second session

and for it one  to
away  funny jump play two
blue  help look run we 
down  in my  the you
Pre-Primer Sight Word Assessment during third session

all do  no she  well 
are four on soon  what
black he  pretty  this with
brown into  ran too  yes 
but like ride under
came must saw want
did new say was
Primer Sight Word Assessment during third session

a find is  not three
and for it  one  to 
away funny jump play two
big  go  little  red up
blue  help look run we 
can here make said where
come  I me  see yellow
down  in  my  the you 
Pre-Primer Sight Word Assessment during fourth session

all  do no she well 
are four on soon what
black  he  pretty this with
brown  into ran too  yes 
but like ride under
came must saw want
did new say was 
Primer Sight Word Assessment during fourth session

and  for it  one  to 
big  go  little  red up
blue  help look  run we 
can here make said where
come  I me  see yellow
Pre-Primer Sight Word Assessment during fifth session

all  do  no she well
am  eat  now so  went
black  he  pretty  this with
but like ride under
came must saw want
did new say was 
Primer Sight Word Assessment during fifth session

big  go  little red up
Pre-Primer Sight Word Assessment during sixth session

all  do  no she well 
but like ride under
came must saw want
did new say was 
Primer Sight Word Assessment during sixth session

a find is  not three 
away funny jump play two 
blue  help look  run we
come I me  see yellow 
Pre-Primer Sight Word Assessment during seventh session

all  do  no she  well
are  four  on soon what
at  get our that white 
black  he pretty  this with
but like ride under
came must saw want
did new say was 
Primer Sight Word Assessment during seventh session

a find is  not three 
away funny jump  play two 
can here make  said where
come  I me  see  yellow 
down  in my  the you 
Pre-Primer Sight Word Assessment during eighth session
Date: April 4, 2024 (Eight Session, Afternoon)

all  do  no  she  well
are  four  on soon what
at  get our that white 
be  have please  they will
brown  into  ran too  yes 
but like ride under
came must saw want
did new say was 
Primer Sight Word Assessment during eighth session

away funny  jump  play two 
can  here  make said where 
Pre-Primer Sight Word Assessment during ninth session

ate good  out there who
be  have please  they will 
but  like  ride under
came  must saw want
Primer Sight Word Assessment during ninth session
Date: April 9, 2024 (Tenth Session, Morning)

away  funny  jump  play two 
blue  help look  run  we 
Pre-Primer Sight Word Assessment during tenth session
Date: April 9, 2024 (Tenth Session, Morning)

ate good  out there who
be  have please  they will 
but  like  ride  under
came  must saw  want 
Primer Sight Word Assessment during tenth session

Correct of
Correct of
Third Session (March 1, 2024)

Correct of

Correct of

Correct of

Correct of
Correct of

Correct of

Correct of

Correct of
Summary
When we conducted our first session, Andrei barely had correct answers and even had
a score of 2 as the lowest and 8 as his highest. We had him read from pre-kindergarten up to
nouns to determine his reading capacity. However, he was only able to complete reading sight
words up to the third grade. This resulted in ending the first session with him receiving a score
of 2 in the third-grade level, and it is noticeable that he is having a hard time reading sight
words that he should have known as they are already behind his current grade level. For our
second session, we once again started from pre-kindergarten but stopped until kindergarten for
the reason that he cannot properly read words in the first grade, which results in us focusing on
teaching him to properly read the words from pre-kindergarten up to kindergarten before
proceeding to the first-grade level. We applied this technique to make him familiar with the
vocabulary and make him focus first to lessen the pressure, such as the VKAT, sight words,
and phonics.
Furthermore, we have noticed that the learner has improved a lot in the last two
sessions. The researchers have noticed the progress because of the use of different reading
materials. From the first session with just 10% in both pre-kindergarten and kindergarten, the
learner got 88% and 73%, respectively, in the last session. The progress and development of
the learner were very evident in the last session compared to the first three sessions. With
proper guidance and instruction, the learner acquired basic pronouncing and fluency skills in
reading Dolch Sight Words.
Conclusion
The researchers have concluded that the learner’s case is challenging due to slow
improvement over ten sessions. In terms of reading, the learner struggles to read and pronounce
words correctly, like the words on and no, as he always reads and pronounces them as op,
which is very unusual for a fourth grade pupil. The learner can cope with some words for quite
some time, but it is really difficult for him to understand their meaning.
Furthermore, the problem that we encountered in his case was that he would not read
the word unless we read it first. He’s able to read easy and usual words; however, if the word
is unfamiliar, it is very difficult for him to utter its pronunciation, and he will remain silent
until a new word is presented. He is easily distracted by noise and loses focus when his
classmates watch him read. Andrei is eager to learn how to read, but his progress is hindered
by a lack of parental support and bullying at school, leading to self-isolation.
In conclusion, it is essential for the learner to be provided with various reading materials
to assist him in reading, like those reading materials with pictures and words in them. It is also
essential for the learner to memorize the alphabet, as he wasn’t familiar with the letters one by
one, but he can sing the alphabet song. The learner was eager to learn to read the Dolch sight
words. With consistency and dedication towards teaching, it could potentially enable the
learner to learn how to read despite the challenges that hinder his progress.
Recommendation
 Guided reading. In Andrei’s case, if his parents are not around to assist him, it would
be better if his parents hired a tutor to teach him one-on-one reading to make sure he is
taught consistently since that is what he really needs. If they cannot afford a tutor, a
guardian should allocate enough time to teach Andrei.
 Reading environment. It is appropriate that when teaching him, it is better if he does
not have a reading companion to really know if he is learning or if he knows how to
read without imitating what others say. He also gets distracted when there is someone
looking at him while he is reading.
 Encourage reading. Reading regularly can improve vocabulary, comprehension, and
critical thinking skills. Encourage the learner to read a variety of books, including
fiction, non-fiction, and age-appropriate news articles.
 Establish a structured routine. Help the learner create a daily schedule that includes
designated study and homework time. Consistency and structure can promote better
focus and productivity.
 Phonics Instruction: The student does not have a strong foundation of phonics. The
student is struggling with decoding words and reading fluently. Teaching the connection
between letters and their sounds can help the learner with decoding unfamiliar words.
VII. Overall Summary and Conclusion
Overall Summary
The general purpose of this study is to determine the reading deficiencies of our chosen
learners and improve their English language proficiency. We have them read some sight words
and observe how well they can read the words. During our first session, we observed that our
two learners can easily pronounce some of the words and struggle with others, but they can
correct them immediately. We have also noticed that our other student has trouble reading and
pronouncing most of the words. On these terms, the group has decided to assist these students
in reading and understanding the words that are being presented to them. We used a variety of
reading techniques and strategies to help the students.
By exposing them to various reading tools, we can tell what technique and method can
influence our learners’ development in reading. The three of them prefer it when we present
the word through pictures, listening to how we speak the word, and/or doing what the word
represents. In short, they highly participated in the session when we exposed them to the VAK
(visual, auditory, and kinesthetic) method. We can say that they are determined to learn and
improve their English language proficiency, as they really put into their minds what we have
taught them.
Moreover, we noticed how our learners improved. As our sessions near the end, we
have seen huge progress in each reading capacity. Two of them can easily pronounce the words
in all levels, and the other one can read the words basically in the first two levels, leaving a few
mistakes. We barely noticed the mistakes in reading and pronouncing words compared to the
first session. By establishing proper coaching and assistance, the learners improved their
English language proficiency skills in reading the Dolch Sight Words Assessment.
Overall Conclusion
The results of this case study indicate that the learners are still having difficulties
reading the Dolch Sight Words despite being in the fourth grade. Two of them can easily read
some of the words but still struggle to pronounce some, and the other one really has a hard time
reading the words, and most of them are still unfamiliar to him, which requires the proper
guidance and assistance of the teacher. In the first session of all grade levels, the learners
struggle to read and pronounce most of the words in each level. However, when we exposed
them to various reading techniques and methods, such as the VAK method, they were highly
participative in the session and understood the words that were being presented to them. For
example, when the word presented is “black” or “brown,” the group will show something that
is black or brown, and when the word is “jump,” the group will act out how to jump. With that,
they were able to remember and correctly respond. Although they remember the words quickly,
our one learner, Andrei, still mispronounced most of the words, which resulted in us making
him focus on the first two levels: pre-kindergarten and kindergarten. He occasionally
mispronounced words by reading them letter by letter.
As the sessions continue, the group has noticed huge progress and improvements in
each learner’s reading capacity as a result of exposing them to various reading materials. Two
of them can easily pronounce the words in all levels, and the other one can read the words
basically in the first two levels. The learners’ deficiency in reading some words was solely
influenced by several factors, such as modular distance learning (MDL) during the pandemic.
With limited face-to-face interaction, they may lack assistance in terms of reading. They cannot
ask questions to the teacher, engage in discussions, receive immediate feedback on their skills,
or limit their access to various reading resources and materials that hinder their reading
progress. Another factor is mother-tongue-based multilingual education (MTB-MLE). Due to
limited exposure to bilingual education, they find it hard to understand most of the words that
are presented in a new language aside from their native language.
As a result, the group conducted various reading techniques and strategies to help them
improve their English language proficiency skills and their ability to apply their reading skills
to broader communication. Within the ten sessions of teaching them, the Dolch remediation
method greatly improved the learners’ English language proficiency and reading skills. First,
they have improved their reading comprehension. They gained confidence when reading and
have improved their pronunciation. Second, the learners have been exposed to words that were
unfamiliar to them before, which could help them expand their vocabulary and improve their
overall reading abilities. Lastly, the results of the remedial instruction after the sessions are
determined by the learners’ starting reading capacity, motivation and engagement, and the
effectiveness of the techniques and materials conducted.
Overall, it is important to provide an environment that engages curiosity, exploration,
and creativity in the learners. Teachers, parents, and the community are all responsible for
developing the learners’ foundational and comprehensive skills that require them to become
lifelong readers. Through the group’s effort and dedication to helping the learners, we provide
them with some techniques and strategies necessary to become successful and confident
readers.

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College of Education

I. A Case Study in Remedial Instruction in English

Bendero, Rhymrose Ann D.

Bolante, Emerson B. Jr.

Deguilmo, Maykyla Jade D.

Fabiaña, Ellyza Mae B.

Leyson, Francesca Eunice B.

Mantiquilla, Abegail Kaye D.

Palete, Jannica Adel F.

Senosa, Hany Shien P.

Prof. Mary Vincentia O. Beldia, M.Ed

Communication in English plays a significant role in education. It is critical to one's

Specifically, this study intends to aim for the following:

Name: Samantha Pluma

Address: Brgy. Culajao, Roxas City, Capiz

Date of Birth: January 5, 2014

Grade: IV Age: 10 years old Sex: Female

No. of children in the family: 3 Birth order of child: 1st child

Mother’s Name: Sofia Pluma Occupation: Housewife

Father’s Name: Matthew Pluma Occupation: Trucking

Interview with the Pupil

What are your favorite subjects?

Do you enjoy reading?

Do your parents or siblings read at home?

Do you have electricity at home?

Do you always listen to your English Teacher during his/her discussion?

Do you always eat breakfast in the morning before going to school?

How often do you visit library?

Reading Materials Used

Figure 2. Dolch Sight Words

Figure 3. Phonics Booklet

Figure 4. Alphabet Chart

Figure 5. Color Names Chart

Figure 6. The Sight Words Chart

Figure 7. Short Vowel Sounds Chart

FIRST SESSION (February 16, 2024)

SECOND SESSION (February 20, 2024)

THIRD SESSION (February 26, 2024)

FOURTH SESSION (March 1, 2024)

FIFTH SESSION (March 12, 2024)

SIXTH SESSION (April 2, 2024)

SEVENTH SESSION (April 3, 2024)

EIGHTH SESSION (April 4, 2024)

NINTH SESSION (April 8, 2024)

NINTH SESSION (April 8, 2024)

TENTH SESSION (April 9, 2024)

Progress Report/Word I Know

DOLCH PRE-PRIMER SIGHT WORDS ASSESSMENT

Student Name: Samantha Pluma

Date: February 16, 2024 (First Session, Afternoon)

Number of words correct: 26 out of 40 Percentage correct: 65%

DOLCH PRIMER SIGHT WORD ASSESSMENT

Student Name: Samantha Pluma

Number of words correct: 32 out of 52 Percentage correct: 62%

DOLCH FIRST GRADE SIGHT WORD ASSESSMENT

Student Name: Samantha Pluma

Date: February 16, 2024 (First Session, Afternoon)

Number of words correct: 21 out of 41 Percentage correct: 51%

DOLCH SECOND GRADE SIGHT WORD ASSESSMENT

Student Name: Samantha Pluma

Number of words correct: 20 out of 46 Percentage correct: 43%

DOLCH THIRD GRADE SIGHT WORD ASSESSMENT

Student Name: Samantha Pluma

Date: February 16, 2024 (First Session, Afternoon)