HOME BASED READING DIAGNOSIS & REMEDIATION FOR ESL LEARNERS OF BRGY. ANDAGAO, KALIBO, AKLAN

An Analytical Proper

Submitted in Partial Fulfillment for the Course in

Development Reading

(EDUC 20)

Submitted to

PATRICK ANTHONY P. JAMILARIN

Instructor

Aklan State University

College of Industrial Technology

Teacher Education Department

Submitted by

JOHN HUBERT F. ISTURIS

BSED 3A Student

May 27, 2014

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TABLE OF CONTENTS

Pages

I. INTRODUCTION 1

II. METHOD(S) USED 1

III. PROBLEM(S) OBSERVED 2

IV. ANALYS(E)S 3

IV. RECOMMENDATIONS 4-5

V. APPENDICES 6-7

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I. INTRUDUCTION

A. Purpose

The purpose of this Home Based Reading Diagnosis and Remediation is to

assess the level of word recognition of an elementary grade learner, as well as to

measure the ability of the reader to pronounce and read words and in comprehending

sentences and stories.

B. Respondent

The respondent in this Home Base Reading Diagnosis and Remediation is Aeron

James P. Resterio, 11 years of age. He is a grade six learner of Andagao Elementary

School. Aeron lives in Calachuchi Road, Andagao, Kalibo, Aklan. His parents are Mr.

Timmy R. Resterio and Mrs. Lilian P. Resterio. He loves playing basketball, watching

television and flying kite.

II. METHODS

A. The San Diego Quick Assessment Test

The San Diego Quick Assessment is a word recognition test that provides a 10

word at each grade level, beginning with the pre-primer level and continuing through

grade eleven. The instruction suggests giving the student 10 words for one level type of

an index card. For primary it will be well to use primary type typewriter. By starting two

grades the student’s grade level, most student will be able to begin successfully. This

test is easy to administer and requires a very little time.

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B. Slosson Oral Reading Test

The Slosson Oral ReadingTest is designed to assess subject’s “level of oral word

recognition and word calling or reading”. The instrument is not a diagnostic measure nor

does it measure all the aspects of reading such as word knowledge and

comprehension.

C. Wide Range Achievement Test

The Wide Range Achievement Test is a brief achievement test measuring

reading recognition spelling, and arithmetic computation. There are two levels; Level I is

norm for children 5-0 to 11-11: Level II is norm for age 12 through adult ages 64.

III. PROBLEMS OBSERVED

A. The San Diego Quick Assessment Test

The level of the respondent in San Diego Quick Assessment Test was in the

Base Level 5. The respondent read word for word in the halting manner.These words

are; apparatus and necessity.

B. Slosson Oral Reading Test

The respondent in the Slosson Oral Reading Test cannot read or recognize the

following words: timing, dignity, applause, fragrant, tremendous, and abundant. The

respondent stopped reading and showed signs that he needs prompting.

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Out of 140 words, from primary list to list 6, the respondent got the raw score of 134; the

half of raw score is 67. The respondent is in the reading level of 6.7 or seventh month of

sixth grade.

C. Wide Range Achievement Test

The respondent in the Wide Range Achievement Test read word by word,

pointed the word with his finger and paused between certain words. The respondent

read the story without any mistake in word pronunciation, he was an independent

reader. Out of five (5) questions in the comprehension check the respondent got three

(3) correct answers while he failed to answer two (2) questions. He is in the instructional

reading level of comprehension.

IV. ANALYSIS

A. San Diego Quick Assessment

The respondent cannot read or recognize some words maybe because he lacked

skill in word recognition technique or maybe because the material was too difficult.

B. Slosson Oral Reading Test.

The respondent cannot read or recognize some words maybe because he was

lack of motivation and lack of self confidence or maybe because he was inadequate of

word recognition skill.

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C. Wide Range Achievement Test

It is possible that the respondent is lack of comprehension training or maybe

because he has inability to read in thought units o phrases.

V. RECOMMENDATIONS

A. Learners

1. Improve word recognition skill.

2. Use dictionary for reliable basis of word pronunciation.

3. Read more stories to improve comprehension skill.

4. Spend ample time for reading unfamiliar words.

5. Devote enough time for reading.

B. Parents

1. Praise learners for successful efforts done and give encouragement with

general prodding.

2. Encourage oral reading of familiar stories and topic.

3. Begin by using easier reading materials.

4. Guide the child by advising him to read carefully.

5. Spend more time with the child during his/her reading practices.

C. Teacher

1. Give plenty of exercise in phonetic and structural analysis.

2. Provide training to increase perception span using materials of gradual

difficulty.

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3. Provide a strong motivation by stressing the values of reading.

4. Give dear instruction as to how to read effectively.

5. Use combination of techniques to improve comprehension.

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V. APPENDICES

The respondent and the reading diagnostician during the Home Based

Reading Diagnosis and Remediation at Brgy, Andagao, Kalibo, Aklan conducted

on May 21-23, 2014.

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