analytical paper roneth
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HOME BASED READING DIAGNOSIS & REMEDIATION FOR ESL LEARNERS OFBRGY. ANDAGAO, KALIBO, AKLAN
An Analytical PaperSubmitted in Partial Fulfillment for the Course in
Developmental Reading(EDUC.20)
Submitted toPARTICK ANTHONY P. JAMILARIN
InstructorAklan State University
College of Industrial TechnologyTeacher Education Department
Submitted byRONETH JOY T. CAHILIG
BSED 3A Student
May 2014
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I. INTRODUCTION
A. Purpose of the Paper
This paper sought to find out the reading skill of a Grade-IV learner at
BarangayAndagao, Kalibo, Aklan. Reading diagnosis will serve as an avenue to find out
learners recognition and comprehension skills.
B. Respondent
The reading diagnostician requested one respondent to participate in the
process and her name is Jeia V. Santiago, a 9-year-old learner of New
BuswangElementary School. She is the daughter of Mrs. Yolanda and Mr.Dindo
Santiago. Her family lived at Ilang-Ilang, Andagao, Kalibo, Aklan. Jeia liked to play
jumping rope and reading story books.
II. METHOD(S) USED
In this paper, the reading diagnostician used three materials to identify the
reading difficulty of her respondent. First is the San Diego Quick Assessment
(SQDA).This is a list of words categorized by grade level. The graded word list has two
uses, first is to determine a reading level and second is to detect errors in word
analysis. According to my research, it is one of the most popular graded words lists in
the public domain.
Second is the Slosson Oral Reading Test (SORT). This is a quick
screening test to determine a students reading level. This test is used to measure how
many words she can pronounce correctly out of those listed words. SORT is designed
to assess a subjects level of oral word recognition, word calling or reading level.
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And the last is the Wide Achievement Test (WRAT) is a brief
achievement test measuring reading recognition, spelling, and arithmetic computation.
This is used to test your respondents comprehension level. This test is used on how
they interpret a certain passage measuring their level of excellence.
III. PROBLEM(S) OBSERVED
A. San Diego Quick Assessment (SDQA)
The respondents baseline in this test is the Primer l ist. Jeia cant
recognize words thankand bigger. She cant pronounce vowel sounds correctly.
B. SlossonOral Reading Test (SORT)
These are the words mispronounced by the respondent; forehead,
anger, vacant, speechless, claimed and dainty. She made frequent regression
and confused consonant sounds.
C. Wide Range Achievement Test (WRAT)
The first time she read a story which was the Grasshoppers; she
perfectly answered all the questions I provided for her. The second time around that she
read astory which was the John F. Kennedy Space Center. She got two errors
because she did not understand well the passage. She pointed to word with fingers and
she paused long between certain words.
IV. ANALYS(E)S
A. San Diego Quick Assessment (SDQA)
Maybe, the respondent cant recognize words thank and bigger
because she has poorword recognition or maybe because she has faulty eye
coordination. It could be that the respondent has not yet encountered the words that she
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failed to pronounce. Another reason why the respondent failed to recognize those
words maybe because he is not well oriented on how to use those words.
B. SlossonOral Reading Test (SORT)
I think the reasonsJeia mispronounced the words forehead, anger,
vacant, speechless, claimed and dainty is thatshe lacked skills in word recognition
technique and faulty eye coordination.Another reason was, maybe she got confused on
the words she read.
C. Wide Range Achievement Test (WRAT)
In the 1
st
reading comprehension, the respondent got a perfect answer
because maybe he read and understood the reading comprehension while in the 2nd
reading comprehension, he got two wrong answers, maybe he didnt understand the
reading text correctly or maybe she is weak in the techniques of getting the thought
from connected materials or maybe she lacks comprehension.
IV. RECOMMENDATION(S)
A. San Diego Quick Assessment (SDQA)
For the learnersteacher
1. Providethem plenty of opportunities to read orally.
2. Use visual aids to make drills meaningful.
3. The teacher should give time on his/her student about reading
deficiency.
For the learners parent
1. Guide the child to use words which are most helpful in word
recognition.
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2. Dont rely on what school may offer to remedy your childs
deficiencies in reading.
For the learner
1. Set up reading exercises which focuses mind in word meanings.
2. Show willingness in reading.
B. Slosson Oral Reading Test (SORT)
For the learnersteacher
1. Improves word-recognition techniques by using picture, action,
context and configuration clues.
2. Employ new techniques which are effective for use in the
context of reading.
For the learners parent
1. Give advice to the child to motivate him/ her to read.
2. Help the child earn awareness regarding the right approach in
reading and comprehension.
For the learner
1. Broaden sight vocabulary.
2. Develop good pronunciation.
C. Wide Range Achievement Test (WRAT)
For the learners teacher
1. Encourage learner to read familiar stories or topics.
2. Enlarge sight vocabulary with the use of word and phrase
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For the learners parent
1. Correct mispronounced words done by the child.
2. Help the child earn awareness regarding the right approach in
reading and comprehension.
For the learner
1. Show willingness and interest to learn how to read.
2. Improve reading habit
3. Unlock new words before oral reading
4. Read familiar stories or topics
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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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