HOME BASED READING DIAGNOSIS & REMEDIATION FOR ESL LEARNERS OF

BRGY. ANDAGAO, KALIBO, AKLAN

An Analytical Paper
Submitted in Partial Fulfilment for the Course in
Developmental Reading
(EDUC !"
Submitted to
PARTICK ANTHONY P. JAMILARIN
#nstructor
A$lan State University
College of #ndustrial %echnology
%eacher Education Department
Submitted by
ANN D. MANGILAYA
&SED 'A Student
(ay !)*
TABLE OF CONTENTS
Pages
I. INTRODUCTION
1
II. METHODS USED
1-
III. PROBLEMS OBSER!ED

I!. ANALYS"E#S $
!. RECOMMENDATIONS $-%
!I. APPENDICES &-'
I. INTRODUCTION
A. P()*+se +, -.e Pa*e)
%his paper sought to find out the reading s$ill of a grade + learner at &rgy,
Andagao- .alibo- A$lan conducted on (ay )- !)*, %his paper included all the details
regarding the reading diagnosis and remediation at &rgy, Andagao,
B. Res*+/0e/-
/anine (ae 0, Santiago- a )!1year1old girl is the respondent during the
reading diagnosis and remediation, She is a grade + learner in 2e3 &us3ang
Elementary School, She is the daughter of (r, Dindo Santiago and (rs, 4olanda
Santiago, According to /anine- she loves to read story boo$s,
II. METHOD"S# USED
%he methods used 3ere the San Diego 5uic$ Assessment %est- Slosson 6ral
Reading %est and 7RA% Comprehension %est,
First is the San Diego 5uic$ Assessment %est, %en 3ords that are years belo3
its grade level 3ere introduced to her, # dropped to the easier list 3hen she misread any
of the 3ords on the list, #t 3ill test her 3ord recognition,
Second is the Slosson 6ral Reading %est, 7ord pronunciation is being tested, #
let the respondent read ! 3ords in list + for she is in the +
th
grade, 2umbers of
mispronounced 3ords 3ere subtracted into )! and divided by to get its reading
grade level,
8astly is the 7RA% Comprehension %est, %he comprehension level of the
respondent 3as tested, %3o(" stories 3ere introduced to the respondent, Each
selection has + 9uestions 3hich the respondent should ans3er to chec$ her
comprehension, %he score 3ill tell if the respondent is in the independent- instructional
or frustrational level of reading,
III. PROBLEMS OBSER!ED
A. Sa/ D1eg+ 2(134 Assess5e/- Tes-
/anine is in the +
th
grade but her base line is in primer, %he respondent
stammers and has faulty pronunciation, She also reads and rereads 3ords, %hese
3ords are: wide, thank and when.
B. S6+ss+/ O)a6 Rea01/g Tes-
%he respondent committed ; mista$es out of ! 3ords resulting her to be
in the grade reading grade level, She 3as not able to recogni<e and read 3ords
properly and these are: cushion, custom, applause, fragrant, marriage, obedient,
merchant. , She reads some 3ords in a halting manner,
C. 710e Ra/ge A3.1e8e5e/- Tes- "7RAT#9C+5*)e.e/s1+/ Tes-
%he respondent got perfect score during the comprehension in the first
selection entitled :G)ass.+**e)s;. %his places her in the independent reading level,
6n the other hand- she got points on the second selection :T.e
J+./ F. Ke//e0< S*a3e Ce/-e);, %his 9ualified her to be in instructional reading level,
She can pronounce and read 3ords correctly but she fails to note crucial punctuation
mar$s and reads in the halting manner,
I!. ANALYS"E#S
A. Sa/ D1eg+ 2(134 Assess5e/- Tes-
%here 3ere 3ords 3hich she cannot read and pronounce correctly maybe
because she lac$s s$ills in 3ord recognition techni9ue, %hese 3ords are: wide, thank
and when. Another reason is inade9uate sight vocabulary, She may also have poor
3ord recognition and faulty eye coordination,
B. S6+ss+/ O)a6 Rea01/g Tes-
%he ; mispronounced 3ords maybe too difficult for the respondent, %hese
3ords are: cushion, custom, applause, fragrant, marriage, obedient, merchant. She has
inade9uate 3ord recognition s$ill and faulty 3ord analysis, She may also have
inade9uate sight vocabulary, %he materials may also be too difficult for the respondent,
C. 710e Ra/ge A3.1e8e5e/- Tes- "7RAT#9C+5*)e.e/s1+/ Tes-
%he respondent perfected the comprehension chec$ and she read the first
selection correctly entitled :G)ass.+**e)s;. 6n the other hand- the respondent got
points in the second selection entitled :T.e J+./ F. Ke//e0< S*a3e Ce/-e); maybe
because the material 3as too difficult for her, She lac$ed understanding and
concentration,
!. RECOMMENDATIONS
F+) -.e 6ea)/e)=s -ea3.e)
), Provide plenty of eye training e=ercises
, >ive ade9uate practice in auditory discrimination
', #mprove 3ord1recognition techni9ues by using picture? action- conte=t and
configuration clues
*, Enlarge sight vocabulary 3ith the use of 3ord and phrase
+, Use visual aids to ma$e drills meaningful,
F+) -.e 6ea)/e)=s *a)e/-s
), %he parents should give plenty of e=ercises in phonetic and structural
analysis,
, %he parents should provide training to increase perception span using
materials of gradual difficulty,
', %he parents should train the learner in reading by phrase or thought units,
*, (otivate the child to learn more,
F+) -.e 6ea)/e)
), #mprove reading habit
, Unloc$ ne3 3ords before oral reading,
', Read familiar stories or topics,
*, Read easier and interesting materials,
!I. APPENDICES
%he Respondent and the Reading Diagnostician during the @ome &ased
Reading Diagnosis and Remediation at &rgy, Andagao- .alibo- A$lan conducted on
(ay )1'- !)*,