HOME BASED READING DIAGNOSIS AND REMEDIATION FOR ESL LEARNERS

OF BRGY. ANDAGAO, KALIBO, AKLAN

An Analytical Paper
Submitted in Partial Fulfillment for the Course in
Developmental Reading
(EDUC !"#
Submitted to
PATRICK ANTHONY P. JAMILARIN
$nstructor
A%lan State University
College of $ndustrial &echnology
&eacher Education Department
'alibo( A%lan( Philippines
Submitted by
ROSEBETH L. LIBERATO
)SEd *A Student
+ay !",-
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TABLE OF CONTENTS
Pages
I. INTRODUCTION
A Purpose of the Paper ................... ,
) &he Respondent ...................... ,
II. METHODS USED ....................... ,/!
III. PROBLEMS OBSERVED
A San Diego 0uic% Assessment ................ !
) Slosson 1ral Reading &est (S1R&# .............. !
C 2ide Range Achievement &est (2RA&# Comprehension &est .. !

IV. ANALYS(E)S
A San Diego 0uic% Assessment ................ *
) Slosson 1ral Reading &est (S1R&# ............. *
C 2ide Range Achievement &est (2RA&# Comprehension &est . *
V. RECOMMENDATION(S) ..................... -
VI. APPENDICE(S) ........................ 3/4
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I. INTRODUCTION
A. P!"#se #$ %&e Pa"e!
&his paper sought to find out the reading s%ills of a 5rade 3 learner at
)rgy $lang/$lang Rd Andagao 'alibo( A%lan 6i%e7ise( it aimed to give appropriate
remedies to overcome the learner8s reading difficulty
B. Res"#'(e'%
&he respondent 7as a ," years old boy namely Frit9 Angelo 6 Adarlo :e is the
eldest son of +r Cristophere & Adarlo and +rs 6i9a 6 Adarlo :e is currently studying
at 2adeford School 7hich is situated at )aybay Rd Andagao 'alibo( A%lan :e is fond
of playing bas%etball and is actually a fresh graduate of the 6evel , training for
bas%etball at &he )est Center conducted at )ul7ang( ;umancia( A%lan
II. METHODS USED
$n this paper( the reading diagnostician used the follo7ing reading test and these
are the San Diego 0uic% Assessment &est( Slosson 1ral Reading &est (S1R&#
and the 2ide Range Achievement &est (2RA&# comprehension
&he San Diego 0uic% Assessment &est is a <uic% 7ay to gauge a student8s
reading ability $t is graded 7ord list( formed by dra7ing 7ords randomly from basal
reader8s glossaries &he graded 7ord list can be used to detect errors in 7ord analysis
(6apray = Ross( ,>4>#
&he Slosson 1ral Reading &est (S1R&# is designed to assess a student8s level
of oral 7ord recognition( 7ord calling( or reading level $t is a <uic% screening test to
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determine a respondent8s reading level $t may also be used to assess learner8s
progress to determine if he?she is in need of further diagnostic assessment
2ide Range Achievement &est (2RA&# is a screening test that can be
administered if a more comprehensive achievement test is needed Achievement test
refers to s%ills that individuals learn through direct instruction or intervention
III. PROBLEMS OBSERVED
A. Sa' D)eg# *)+, Assess-e'%
&he respondent didn8t have any difficulty of reading the 7ords that 7ere
listed :is base level 7as in 5rade 3 :e 7as able to recogni9e all the 7ords in the list 3
perfectly $n addition( he 7as also able to pronounce the 7ords 7ell
B. S.#ss#' O!a. Rea()'g Tes% (SORT)
&he respondent read another 7ord instead of the one printed in the
materials presented :e said another syllable instead of 7hat 7as 7ritten do7n and this
7ord 7as merchant :e pronounced it as merchandise instead of merchant &hat 7as
the reading defect called substitution
C. /)(e Ra'ge A+&)e0e-e'% Tes% (/RAT) C#-"!e&e's)#' Tes%
&he respondent omitted important and portion of 7ords in this test li%e
long and on :e also added 7ords 7hich 7ere not stated in the reading materials li%e
leg and also $n the course of ans7ering the comprehension <uestions( he got all the
correct ans7ers in the first selection and in the second story he only got three (*#
correct ans7ers maybe because he found it hard
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IV. ANALYS(E)S
A. Sa' D)eg# *)+, Assess-e'%
$t is possible that in this test( he found it simple and easy in a sense that
the respondent had seen the 7ords many times that8s 7hy he 7as able to recogni9e all
the 7ords that 7ere presented +oreover( maybe he 7as e@posed to reading materials
li%e boo%s and maga9ines 7hich are very important tools to improve the reading s%ills
and habits of an ES6 learner li%e him
B. S.#ss#' O!a. Rea()'g Tes% (SORT)
$t is possible that the respondent lac%ed the concentration to read the
7ords $ presume that one factor is that he 7as careless or he used sloppy habits that
caused him to read the 7ords incorrectly $t is also possible that the reader has 7ide
and rich imagination to come up 7ith other 7ord that is not present in the printed
reading materials
C. /)(e Ra'ge A+&)e0e-e'% Tes% (/RAT) C#-"!e&e's)#' Tes%
$n the first selection of the comprehension test( the respondent got all the
correct ans7ers maybe because he found it easy 2hile in the second selection( he
only got three (*# correct ans7ers in the comprehension chec% maybe because he
found it difficult to ans7er the <uestions provided
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V. RECOMMENDATION(S)
F#! %&e .ea!'e!1s %ea+&e!
, 5ive 7ord discrimination e@ercise in the form ofA drills 7ith final endingsB
specific 7or% on syllabication( grouping together 7ords having the same
affi@es
! Advise them to read carefully 7ithin appropriate speed depending upon
the type of materials
* Re<uire them to reread passages 7here omissions 7ere done
- Praise them for the slightest evidence of improvement
F#! %&e .ea!'e!1s "a!e'%s
, +onitor and sho7 interest in 7hat the learner say or do to remove
embarrassment and to ma%e feel ease
! Praise the learner even for slight improvement 5ive him assurances
that the leaner is doing fine
* 5uide the learner and advise him to read carefully
- +otivate and encourage the child to be more interested in reading
F#! %&e .ea!'e!
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, +anifest interest in reading through sho7ing 7illingness and
concentration
! +a%e reading a habit for better improvement
* As% for help 7hen having a hard time to read the 7ords
VI. APPENDICE(S)
&he Respondent and the Reading Diagnostician during the :ome )ased
Reading Diagnosis and Remediation at )rgy Andagao( 'alibo( A%lan conducted on
+ay !,/!*( !",-
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