DIAGNOSING TOOLS

& REMEDIATION
PLAN

Presented by: Chris Ann Joy A. Recilla

Jetson B. Peras
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To identify the reading strengths
and weaknesses of our client
through comprehensive diagnostic
assessment tools.

To develop a targeted intervention plan

that addresses the student’s specific
reading needs and supports reading
development.

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NICKNAME: AC
AGE: 8 yrs. old
GRADE LEVEL: 3
GUARDIAN: Grandmother

SCHOOL: Olongtao Ilaya Elementary

School Macalelon, Quezon

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We have noticed that our client is struggling to pronounce
words with vowel letters like u, o, and e. We also noticed
that she has poor reading fluency because she reads the
words slowly, and her expression shows that she is having
a hard time reading words with vowel letters such as i, e, o,
and u. We concluded that she is having a phonological
interference issue since her first language (Filipino)
affects how she pronounces her second language
(English). She tends to read English words applying Filipino
syllable patterns.

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Additionally, we noticed that she is having problem
in blending two consonant letters (e.g., clap, stand
and drink). She tends to read it as C-lap, S-Tan-d
and D-rin-k.

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Our client is classified as a non-reader due to a lack of family
support. She was raised by her grandparents, which is why
she did not receive adequate support because her grandma
was busy providing for their financial needs by selling puto
and kutsinta in the morning and her grandfather is helping
her grandmother. Our client is from a broken family. Her
father and mother both have families; thus, she was left with
her grandparents to live a better life away from her parents'
family issues. Even though her father provides financial
support, it is insufficient to cover their everyday costs as well
as her educational fees. She was usually playing with her
friends after school, which is why she forgot to read and
complete her homework at home.

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The Comprehensive Rapid Literacy Assessment (CRLA)
is a tool used in the Philippines by the Department of
Education (DepEd) to help teachers quickly assess and
classify students' reading abilities in Grades 1-3. It
helps determine the appropriate level of instruction and
support needed for each student, particularly those
from diverse linguistic backgrounds. The main goal is to
identify children who need additional support for
learning.
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1.Preparation
In preparing for the assessment process in reading diagnosis,
educators must first ensure they have a clear understanding of
the purpose of the assessment and the specific reading skills
they aim to evaluate. It is essential to select appropriate and
reliable tools that cover key components of reading such as
phonemic awareness, decoding, fluency, vocabulary, and
comprehension. Educators should also consider each student's
background, including language proficiency and previous
instruction, to interpret results accurately and fairly.

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2. Assessment Environment
The assessment environment should be
supportive and low-pressure, allowing
students to perform their best while
ensuring ethical handling of the results.

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 3. Administering tasks
Administering tasks for a student with reading difficulties
involves careful planning and a supportive approach. Tasks
should be conducted in a quiet setting, allowing the student to
focus and perform at their best. The educator should include a
range of activities such as word recognition, oral reading, and
comprehension questions, gradually increasing in difficulty.
During the process, educators should observe without
assisting, to accurately assess the student’s independent
reading abilities.

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Scoring and Categorization involves evaluating the student's
performance based on the number of correct responses in reading
tasks. Each correct answer is typically given one point, and the
total score determines the student’s reading proficiency level.
Scores are then categorized into levels such as Independent,
Instructional, or Frustration, which help educators understand the
degree of reading support a student needs. For example, a high
score indicates the student can read on their own, while a lower
score suggests the need for guided reading or intervention.

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Customized instruction in CRLA (Classroom
Reading Level Assessment) involves tailoring
teaching strategies based on student’s
assessment results.The goal is to provide
personalized support that helps students progress
from their current reading level toward grade-level
proficiency.

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1.To enhance the student’s phonological awareness by improving
her ability to correctly pronounce English vowel sounds (/i/, /e/,
/o/, /u/) and reduce phonological interference from her first
language (Filipino), through explicit instruction and practice in
English vowel patterns.
2.To develop the student’s reading fluency by strengthening her
ability to accurately blend consonant clusters (e.g., /cl/, /st/,
/dr/) and read multisyllabic words with appropriate pacing and
expression.

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 Flip the Egg
Flip the Egg is a fun and interactive reading remediation
game designed to help students improve their word
recognition and reading fluency. In this game, students
take turns flipping over illustrated eggs, each hiding a
word underneath. Once an egg is flipped, the student
reads the word aloud, helping reinforce decoding skills
and build reading confidence.

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 Roll and Read Me!
Roll and Read Me! is an engaging and hands-on reading
remediation tool designed to help students practice blending
sounds and forming simple words. In this game, students roll
three dice, each side marked with a letter. After rolling, they use
the letters that land face-up to create and read a simple word.

This activity encourages phonemic awareness, letter recognition,

and decoding skills in a fun and interactive way. Whether the
word formed is real or silly, students get valuable practice in
sounding out letter combinations and improving their reading
fluency.
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THANK YOU!

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