Analytical Paper Denmark

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HOME BASED READING DIAGNOSIS AND REMEDIATION FOR ESL LEARNER OFBRGY. ANDAGAO, KALIBO, AKLAN

An Analytical PaperSubmitted in Partial Fulfillment for the Course in

Developmental Reading(EDUC 20)

Submitted toPATRICK ANTHONY P. JAMILLARIN

Instructor Aklan State University

College of Industrial TechnologyTeacher Education Department

Submitted byDENMARK B. FRANCISCO

BSED 3A Student

May 2014


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TABLE OF CONTENTS

PagesI. INTRODUCTION 1

II. METHOD(S) USED 1-2

III. PROBLEM(S) OBSERVED 2-3

IV. ANALYSES 3-4

V. RECOMMENDATION(S) 4-5

VI. APPENDICES 6-7


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I. INTRODUCTION

A. Purpose of the Paper

This analytical paper sought to find out reading difficulties and capabilities of an

ESL learner of Brgy. Andagao, Kalibo, Aklan. Immediate remedies were given to the

learner after the diagnostician analyzed and interpreted the results of the said reading

diagnosis and remediation.

B. Respondent

The respondent of this analytical paper is Ms. Mica Dela Cruz Alejaga, a resident

of Callachuchi Road, Brgy. Andagao, Kalibo, Aklan. She is now entering her fourthgrade level this coming opening of classes on June (S.Y. 2014-2015) at Andagao

Elementary School. She is nine years old. Her parents are Mr. Edgardo Alejaga and

Mrs. Jocelyn Alejaga.

II. METHODS USED

The reading diagnostician used the following methods in diagnosing the reading

problems of the respondent:

San Diego Quick Assessment (SDQA). This is a word recognition test that

provides 10 words at each grade level, beginning with pre-primer level and continuing

through grade 11. The instructions suggested giving the student the 10 words for one

level typed on a legal size bond paper. By starting two grades below the students grade

level, respondent was able to begin reading successfully.

Slosson Oral Reading Test (SORT) . This oral reading test was given to the

respondent and is based on her ability to pronounce words at different levels of

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difficulty. The words have been taken from standardized school readers and the reading

level obtained from testing represents median or standardized school achievement.

Wide Range Achievement Test (WRAT). This is a brief achievement test

measuring reading comprehension. There are two levels given to the respondent; level

1 is normed for children ages 5-0 to 11-11; level 2 is normed for children aged 12

through adults aged 64.

III. PROBLEMS OBSERVED

A. San Diego Quick Assessment (SDQA)Based in the rule of SDQA, the respondent should begin reading with the level

that is at least two years below his/her grade level assignment. The respondents grade

level is Grade 4, therefore, I instructed her to begin reading in level 1. The respondent

didn t make any mistakes in this level. However, as she continued rea ding and reached

level 3, she committed some errors and one of those errors is that she read the word

since as science. Another one, she pronounced the word frightened as freetend . She

has problem in sounding /i/ in some words. Her base level is level 3.

B. Slosson Oral Reading Test (SORT)

In this oral reading test, the respondent mispronounced 8 words out of 100 and

those words are puppy, field, suddenly, river, timid, hunger, silence, and anger. In this

case, faulty vowels and consonants are her problems. She cant p ronounce vowel

sounds correctly like /i/ and /u/.

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C. Wide Range Achievement Test (WRAT)

The respondent mispronounced three (3) words when I instructed her to read the

story Grasshoppers. She omitted the letter /S/ in the word grasshoppers. Other words

that she mispronounced was live (she pronounced it as layv) and ground (she

pronounced in as groond). When I already asked her the correspondent questions,

she answered all the questions correctly. In the story The John F. Kennedy Space

Center, the respondent mispronounced one word only. She sounded the word off as of.

After she read the story, she got two (2) mistakes in comprehension questions.

IV. ANALYSES

A. San Diego Quick Assessment (SDQA)

Based on the mistakes of the respondent, she commits faulty vowels and

consonants. I noticed that she has problems in pronouncing the letter /i/ in some words.

Lets consider the word since which the respondent pronounced as science and

frightened which she pronounced as freetend. She cant differentiate the sounds / I/

and /a I /. I can say that the cause of this problem is poor word recognition. She doesnt

know the meaning of the word frightened and since when I asked her to define it.

B. Slosson Oral Reading Test (SORT)

Just like the case in SDQA, the respondent strongly commits faulty vowels and

consonants. Best examples of those mispronoun ced words are puppy as poopy,

hunger as hanger and timid as taimid. She cant differentiate the sound of some

vowels correctly. The best cause of this problem is that the respondent is lacking the

proper sound discrimination. Out of 100 words, she correctly pronounced 92 words.

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Based on the rule of SORT, take the half of raw score to determine the reading level.

Micas half score was 46 therefore; her reading level is 4.6 which is 6 th month of fourth

grade.

C. Wide Range Achievement Test (WRAT)

The first story (Grasshoppers) that the respondent read, she doesnt commit any

mistakes in comprehension questions. This only means that she really understands and

comprehends the given selection. In this level (level 1) of WRAT, I can say that Mica is

an Independent reader. In the second story (The John F. Kennedy Space Center) that

she read, she committed two (2) mistakes. These mistakes are from questions whichanswers are not really stated in the selections. One good example is the question

number 5 which states: Rocket testing is like the Fourth of July, why? In this case, the

learner is not familiar to the Fourth of July which is the Independence Day of U.S.A.

where during this day, people shoot firecrackers and sky rockets. I conclude that in this

level (level 2) of WRAT, the respondent is in Instructional reading level.

V. RECOMMENDATIONS

Based on my stated analysis, I, the diagnostician, recommend these following

remedies:

For learner:

1. Enrich her vocabulary by reading books and dictionary.

2. Improve listening/auditory skills.

3. Practice and develop writing skills.

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4. Engage in educational activities/games that could help enrich vocabulary

(examples: scrabble, word puzzle)

5. Develop proper sounding of words by participating in speech drills in class.

For parents:

1. Provide guidance in many different most significant features of printed words.

2. Guide them to use and use word parts which are most helpful in word

recognition.

3. Set up reading exercise s at home which focus the childs mind in word meanings.

4. Encourage them to make reading a habit.For teachers:

1. Give more training in auditory discrimination prior to phonetic instruction.

2. Carry on word comparison and word drills.

3. Help learners to utilize a variety of clues: pictures, word analysis with words

previously encountered.

4. Make completion or multiple choice sentences using often confused words.

5. Use visual aids to make drills meaningful.

6. Provide a speech drills activities in class.

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VI. APPENDICES

The respondent and the reading diagnostician during the Home Based ReadingDiagnosis and Remediation atBrgy. Andagao, Kalibo, Aklan conducted on May 21-23,2013.

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Analytical Paper Denmark

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