Analytical Paper Jolly
Transcript of Analytical Paper Jolly
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HOME BASED READING DIAGNOSIS AND REMEDIATION FOR ESL LEARNERSOF 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
JOLLY E. LAURIANO
BSEd 3A Student
May 2014
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TABLE OF CONTENTS
Pages
I. INTRODUCTION
A. Purpose of the Paper ...3
B. The Respondent ...3
II. METHODS USED ...4
III. PROBLEMS OBSERVED
A. San Diego Quick Assessment 4
B. Slosson Oral Reading Test .5
C. WRAT Comprehension Test ...5
IV. ANALYSES
A. San Diego Quick Assessment .6
B. Slosson Oral Reading Test ..6
C. Wide Range Achievement Test (WRAT) ...6
V. RECOMMENDATIONS
A. For the Reading Teachers 7
B. For the Parents ...7
C. For the Respondent/Learners ......8
VI. APPENDIX .........9
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I. INTRODUCTION
A. Purpose of the Paper
This paper sought to determine the reading level of the respondent in relation to
the grade level he/she is in. This also sought to find out the respondents reading
problems and provide remediation respectively. In addition, this paper aimed to provide
sensible recommendations which can be of help for the improvement of the learners
reading skill.
B. Respondent
Mekyla Angel A. Vargas is the name of the respondent. Presently, she is an
incoming fourth grader at Andagao Elementary School. She is nine years of age and a
daughter of Mr. and Mrs. Avelino Vargas.
She is a playful girl brimming with enthusiasm. She finds leisure in drawing,
dancing, playing and any activity which involves enthusiastic effort. Academically, she
performs well as attested by the grades in her report card.
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II. METHODS USED
Reading diagnosis and remediation cannot be done with the absence of
materials to unravel the reading concerns of the respondent. In the process, the reading
diagnostician employed three reading tests as materials for reading diagnosis namely;
the San Diego Quick Assessment, Slosson Oral Reading Test and WRAT
Comprehension Test.
San Diego Quick Assessment is a test to measure the respondents word
recognition ability. It begins with pre-primer level and continuing through grade eleven.
This test provides 10 words at each grade level.
On the other hand, Slosson Oral Reading Test is used to assess the letter
recognition ability of the respondent. 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) gauges the respondents level of
understanding. This test is done by letting the respondent read a story. Afterwards,
he/she will be tasked to answer comprehension questions relevant to the story.
III. PROBLEMS OBSERVED
A. San Diego Quick Assessment
In this test, the respondents baseline or the list where she can read
independently was List 2 while her instructional level was in List 3. She exhibited a trace
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of reading difficulty particularly, the faulty word identification. She had limited visual
analysis of structural and phonetic elements. Likewise, she was over analytical by using
letter or spelling attack.
In the List 3, she failed to correctly pronounce the words frightened and
exclaimed. The reading diagnostician observed that she paused for a few seconds
before reading those words. She was also reluctant to read the second word which she
mispronounced.
B. Slosson Oral Reading Test
In this test, she experienced the same difficulty with the San Diego Quick
Assessment. She mispronounced two words which were against and timid.While
she was reading those words, she was observably having a problem with her speech
particularly, faulting in pronunciation. One instance was when she was reading the word
against, she read it as againts.
C. WRAT Comprehension Test
Based on the observation of the reading diagnostician, the respondent performed
well in answering comprehension questions with relevance to the story she read. She
was able to answer accurately all the questions that truly challenged her comprehension
skill.
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The only flaw which I observed was that the respondent had poor oral
reading wherein she lacked from phrasing ability. She did not practice proper
pausing when encountering a comma or period.
IV. ANALYSES
A. San Diego Quick Assessment
It could be that the respondent has not yet encountered the two words that she
failed to pronounce as mentioned in the part three of this paper. The reading
diagnostician observed that those words were in past tense; maybe the structure of the
said words, having ed on the last syllable, created a sense of confusion on her part.
In this quick assessment, the respondents instructional level was List 3. Taking
into account that she is an incoming fourth grader, it can be concluded that she did not
perform well in this test.
B. Slosson Oral Reading Test
It is possible that the words which the respondent failed to correctly pronounce
were totally new to her notice. While in the course of diagnosis, she was having hard
time sounding two words. With my assistance, she was able to read those properly.
Maybe, she was not reading aloud oftentimes that is why she had poor t ongue
coordination.
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In this test, the respondent got a raw score of 78. Based on SORT, a raw score
of 78 is equivalent to 3.9 which means she is at the 9th
month of 3thgrade in terms of
reading level.
From the result, the fact can be deduced that the respondent approximately meet
the reading level in relation to the current grade level she is in.
C. Wide Range Achievement Test (WRAT)
The respondent was not having problems with her comprehension skill. She was
apparently good at it. On account of that, it can be inferred that she is an Independent
Reader. In contrary, she was not totally aware of the proper pausing when passing
through a comma or period. It could be that she was not yet oriented about the proper
approaches to reading. It is also possible that her English/Reading teacher is not that
stringent in monitoring and correcting his/her learners faulty reading practices.
V. RECOMMENDATIONS
A. For the Reading Teacher
1. Guide the learner when he/she is having a drill in reading.
2. Utilize corrective approach when engaging the learners in a reading activity.
3. Use reading materials which are within the learners level of reading ability.
4. Enlarge sight vocabulary with the use of word and phrase.
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B. For the Parents
1. Monitor the childs reading practices and provide friendly correction if necessary.
2. Motivate and guide the child by having him/her exposed to useful reading
materials.
3. Encourage the child to read at home as sort of practice.
4. Give plenty of exercises in phonetic and structural analysis.
C. For the Respondent/Learners
1. Show interest in reading through showing willingness to read, learn and be
corrected.
2. Ask for the help of someone who is knowledgeable about the rudiments of
reading when having hard time in sounding or reading complex or new words.
3. Devote enough time for reading to improve skill in word recognition.
4. Read easier and interesting materials.
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VI. APPENDIX
The Respondent and the Reading Diagnostician during the Home Based
Reading Diagnosis and Remediation at Brgy. Andagao, Kalibo, Aklanconducted on May 21, 2014
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