Case Report

Prepared and Submitted by :

Kate Contemplacion Villanueva

BEED 3-2
Course and Section

December 23, 2022

Date of Submission

In partial fulfillment of the requirements

of the course
ELT 212
IDENTIFYING AND REMEDIATING READING DIFFICULTIES
First Semester, A.Y. 2021-2022

Prof. MARY JUNE D. PINEDA

Course Facilitator
 CASE REPORT

A. Student’s Profile
Name: Anika Claire Santander Gender: Female Age: 8 years old Grade Level:2

Home Address: Poblacion East, Oton Iloilo

School : Oton Central Elementary School

Birthdate: September 29, 2014

Sex: Female

Student’s Sibling Rank: 2nd to the eldest among the three

Parents: Mrs. Angelie Santander and Mr. Raphael Santander

Parent’s Job:

Mother: Angelie Santander (housewife)

Father: Raphael Santander (supervisor)

Family’s SES :

 Below Average ( Hardly meet basic needs)/

 Average ( can provide basic needs only)/
 Above Average ( can provide more than basic needs)
 High Average (in extreme comfortable living)

Interest / Hobbies: playing outdoor games with her younger brother together with her classmates

History of any major illness or health trauma ( if any): NA

Physical / Mental / Psychosocial Disorders Observed ( if any): NA

B. Reading Assessment Conducted

Date Name of Test Results Interpretation of the Reading Difficulties
Administered Assessment Tool Result Identified
09/13/2022 Test of Word Initial screening She has Fair Oral Reading
Analysis test: 10/15 difficulties in “e”
Short medieval principle, vowel
vowel principle: diagraph principle
13/16 and suffixes.
Final “E”
Principle: 8/16
Vowel diagraph
principle: 8/16
Diphthong
principle: 12/16
R-vowel
Principle: 15/16
Prefixes: 10/15
Suffixes: 7/15
Blending prefixes
with roots: 9/16
09/20/2022 EKWALL Basic 249 words read 2.1 Reader Fair Oral Reading
Sight Words correctly
12 words read
incorrectly
 28 words
hesitated to read
09/26/2022 Assessing Oral
Reading Fluency
09/27/2022 Informal Reading
Inventory
 What else have you observed ( mannerisms, habits, facial expression, etc.) on the
student while doing diagnosis ?
I have observed that she keeps on shaking her legs. At first, I thought that she is
just shy so I try to befriend with her, making interviews about like asking what are her
hobbies or interest in life to make her more comfortable. When I can sense that she is
now comfortable with me, I started conducting the assessment tools and that time I
noticed that even she is comfort zone, she is still shaking her legs.

C. Remedial Reading Instruction Conducted

READING DIFFICULTIES REMEDIAL ACTIVITIES INSTRUCTIONAL DATE
IDENTIFIED MATERIALS / RESOURCES
USED

1.

2.

1.

2.

D. Describe the student BEFORE THE REMEDIATION

At first, she is anxious and scared to speak. Before I started my assessment tools, I
spoke to her in a friendly way so that she can be more comfortable around me. I even
encourage her that reading is a fun thing to do, very amusing and can entertain in her free
time and someday she can easily understand her lessons because reading can widen her
vocabulary.
E. Describe the student AFTER THE REMEDIATION
She is now more confident and happy that even she herself can feel that she is
improving her reading skills as well as her vocabulary. There's a little bit of hesitation
sometimes but I encourage her that there's nothing wrong to try because both correct or
mistakes can improve her reading skills.
F. What do you recommend for the student after your remediation?
I recommended that she continue to read like give at least 15 minutes a day so that at
the very young age she can be a fluent reader and a speaker and there're a lot of things to
know where she can learn to use it in her daily life. I even gave her my elementary textbooks
and any other learning materials available in my house that in her age find it interesting and
entertaining.

D. Supporting Documents ( attach in here photocopies of the materials you have used in
your diagnosis, esp. the ones with MARKINGS and scoring; the activity sheets WITH ANSWERS
OR HAVE BEEN CHECKED, instructional materials you have used; photo of the student WHILE
doing activities DURING DIAGNOSIS AND REMEDIATION.)
SUBMIT ALSO 2 VIDEOS OF NOT MORE THAN 1 MINUTE – 1 VIDEO DURING DIAGNOSIS AND 1
VIDEO DURING REMEDIATION.

What are your significant take-aways (or learnings) in the subject

(ELT 212) and in your remote practicum? (Your reflection in NOT less than 200
words)
Reading is very crucial in every human's life. All around us consist of letters and words. So as an aspiring
educator someday, I encourage my students to read because reading has a big impact and is essential to every
human in both learning and surviving. This is my first time diagnosing a student in her reading difficulties even
though I am not new in giving remediation since I do this a lot when I am in my immersion. So for me, the term
that I will use in this activity is "pick-and-shovel" which has a slow and laborious process that we need to do as
their teacher. It is not like the other activities that we just give them some tasks to work on then after that
they'll know the results then nothing but this task is very challenging since we are diagnosing the student of
what reading difficulties they have, record their progress and helping them to learn and to enhance their skills
which is not an easy and can be done in a short period of time.
I am very excited to conduct this activity since it is my first time to do things like this and except to be a
teacher, I also want to become a psychologist someday and I realized that being a teacher can also be a
psychologist that studies the mind and behavior of their students. So in this activity, I like interviewing Anika
and I also learned about her family, friends in her school, what are the things that make her happy and what
are the things that make her uncomfortable or sad. During the session, I observed her behavior that if she is
hesitant to read, she tends to divert her attention from the other things around her like pointing things, if she
knows that she read the word incorrectly, she pinched herself unconsciously and if she knows that she read
the words correctly, she read continuously and with a higher tone. I also observed that she keeps shaking her
legs even though she is comfortable.
When I gave the first 2 assessment tools, I was surprised that she is a good reader and needs a little
improvement. The only concern is that she has difficulty in the structure of words such as prefixes and suffixes
and consonants blending that whenever she sees it, she is hesitant to read and sometimes she is refusing to
say it. We're halfway on completing the diagnosing when I think that she is a good reader and I better find
another student that has reading difficulties but when doing the reading fluency and IRI, although there are
mistakes also but after she reads the passages and when I ask her the questions, she doesn't know the answer
and she frankly says that she doesn't understand what she is reading even a single word. So this is where I
focus my remediation to her. I gave a task that she will read a passage and after that I gave a paper dice that
has words every side with who, what, where, when and how where she will throw the dice and she will answer
the question. After she reads, I translate every sentence in hiligaynon, in that way, she can easily understand
the passage and also the question.
This course helps me improve myself to teach and also to interact with my students in the future, to be
a productive and effective teacher and mold myself. I learned that being a teacher is not just a person that only
teaches the lesson but being a teacher plays many roles in every student's life like being an instructor, a good
speaker, a 2nd mother, motivator and can be an influencer. I am excited to experience these different roles
someday and hopefully that I turn out to be an effective educator

Kate Contemplacion Villanueva

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