HOME BASED READING DIAGNOSIS & REMEDIATION FOR ESL LEARNERS OF

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







Submitted by
CARL JADE C. REGACION
BSED 3A Student






May 2014







TABLE OF CONTENTS
Pages
I. INTRODUCTION------------------------------------------------------------------------------------ 1
II. METHOD(S) USED-------------------------------------------------------------------------------- 1-2
III. PROBLEM(S) OBSERVED--------------------------------------------------------------------- 2-3
IV. ANALYS(E)S--------------------------------------------------------------------------------------- 3-4
V. RECOMMENDATION(S) ------------------------------------------------------------------------ 4-5
VI. APPENDICES ------------------------------------------------------------------------------------- 5-6


























I. INTRODUCTION
A. Purposes
This paper sought to achieve the following purposes:
1. Point-out the reading concern and difficulties of an ESL Learners at Andagao, Kalibo,
Aklan.
2. Assess an ESL Learners with proper and genuine diagnosis and remediation.
B. Respondent
The Reading Diagnostician used a Grade IV Pupil as his respondent to convene
the aforesaid purposes.
The name of respondent was Rodel C. Garay, 11years of age and barely son of
Mr. & Mrs. Rolando C. Garay. He was an authorized resident of St. Monica, Andagao,
Kalibo, Aklan. He was studying at Andagao Elementary School. He fond of collecting
stickers and Disneys Movies.

II. METHOD(S) USED
In this paper, the Reading Diagnostician used 3 types of Reading Test and
Assessment as his method in identifying respondent reading concern and difficulties.
And these are:
A. SLOSSON ORAL READING TEST (S.O.R.T)
It is designed to assess a subjects level of oral word recognition, word calling or
reading level. This test its focal point, is to have a quick screening test to determine a
students reading level.





B. SAN DIEGO QUICK ASSESSMENT (S.D.Q.A)
It is a word recognition test that provides lists of 10 words categorized by each
grade level. It begins with Pre-primer and continuing through Grade eleven. The graded
word lists has two uses: (1) to determine a reading level; (2) to detect errors in word
analysis.
C. WIDE RANGE ACHIEVEMENT TEST (W.R.A.T )
It is an achievement test which measures an individuals ability to read words,
spell and comprehend sentences or stories. . It is widely uses in a variety of settings as
a measure of the basic academic skills necessary for effective learning, communication
and thinking reading and implying words.

III. PROBLEM(S) OBSERVED
A. SLOSSON ORAL READING TEST (S.O.R.T)
In this reading test, the respondent commits some flawed oral word recognition
and phonemic defects. And these are the words: delicious, silence, appearance,
slumber, speechless, anger, dainty, grove, timid, destroy, promptly and evening.
In addition, as Reading Diagnostician keenly observed the respondent gestures, there
was an awkwardness gesticulation as a sign of symptoms and defects in reading such
as reading to near in the printed texts and used fingers in pointing some words.

B. SAN DIEGO QUICK ASSESSMENT (S.D.Q.A)
In this assessment, the respondent utterly pronounces words without uncertainty
and perplexity.




C. WIDE RANGE ACHIEVEMENT TEST (W.R.A.T)
In this assessment, the Reading Diagnostician used 2 types of level
comprehension as his way of scrutinizing what type of readers does his respondent
rendered. Each level comprised of Word Errors Phase and 5 Comprehension Check. In
Word Errors Phase, respondent faultlessly pronounce words well, but in
Comprehension Check, On Level 1, the respondent perfectly answered the given
queries while on Level 2, he got 3.

IV. ANALYS(E)S
A. SLOSSON ORAL READIG TEST (S.O.R.T)
It was possible that the respondent does not recognize and pronounce the words
well because he lacks in mastery of oral word recognition and phonemic awareness. In
terms of awkwardness gesticulations, it was possible that the respondent has a visual
discrimination or rather it was just a mannerism.
B. SAN DIEGO QUICK ASSESSMENT (S.D.Q.A)
It is possible that the respondent correctly pronounce those words well because
he had a familiarity to concede words, usually referring to recognition without the aid of
word attack skills.
C. WIDE RANGE ACHIEVEMENT TEST (W.R.A.T)
In this test, the respondent didnt commit any word errors in 2 level of
comprehension. It is solely possible that the reading texts were comprehensible. In
effect, the Reading Diagnostician came out in a conclusion that his respondent was an
Independent Reader.



In contrast with comprehension check, the Reading Diagnostician tried to
interpret questions in Mother Tongue or Aklanon to have an easy access of
communication. On Level 1, the respondent was able to riposte all the questions
correctly while on Level 2, he was failed in interpreting the bottom-line of the story. It is
keenly possible on Level 1; the respondent was able to answer the questions correctly
because it was subjective while on Level 2, there was a frailty between readers point-
of-view and stories field of experiences. With this, the Reading Diagnostician converges
with 2 genuine facts that his respondent was either being an Independent or
Instructional Readers.

V. RECOMMENDATION(S)
FOR LEARNERS:
1. Endow Reading as part of extensive habits.
2. Practice the proper sound discrimination of words.
3. Practice reading with rapid movement.
4. Refrain in reading to near in the printed texts or wear a fitted eyeglass.
5. Avoid using hands in pointing some words while reading.

FOR PARENTS
1. Dont rely on what school may offer to remedy your childs deficiencies in reading; its
always starts at home.
2. Dissect learners with word recognition and proper sound discrimination while he/she
is young.
3. Have time in giving plenty of exercises in phonetic and structural analysis.



FOR TEACHERS
1. She/he must be equipped with sufficient knowledge in diagnosing students reading
concern.
2. The be-all and end-all of Instructional materials must be adequate and appropriate to
scaffold readers development.
3. Provide a proper remedy which suits on learners needs.
FOR SCHOOL
1. Hire a teacher who has mastery in first and second English Language (L1 & L2).
2. Provide complete school facilities (books, record tape, etc.) which may genuinely use
in diagnosing learners reading concern.

















VI. APPENDICES
The Respondent and The Reading Diagnostician during the Home-Based Reading
Diagnosis and Remediation at Brg. Andagao, Kalibo, Aklan conducted on May 21- 23,
2014.