Hi!

Remember
me? Im Lex,
your local
bookworm.

Lets play a
game!
Ill give you the
definition, and
you try to guess
the word I am
referring to.
Ready
?
noun : the art or act of identifying a
disease from its signs and symptoms

I G N S

Clue letters: A S D I O
 Doing great!
Try another!

D I A G N O S I S
 noun : a term used for a person who
diagnoses

D S I A

Clue letters: TGIOCNANI

 You are
on fire!!!

D I AGNO S T I C I AN
Diagnosis?
What does diagnosis have to
do with reading?
Lex B. Worm Official

Bruckner Strang, 1968

It is a systematic way of The heart of diagnosis

finding out the students is an intelligent
abilities and deficits and interpretation of the
what is facilitating or facts. It is not simply
inhibiting his progress. testing.
The
Principles
and Steps
in Diagnosis
 A
t the end of the lesson, the
students
will be able to:
define what diagnosis is in
the context of reading
Learning
Goals identify the following:
a.) principles
b.) steps
c.) common reading
deficiencies, causes
d.) instruments and
methods
 A
t the end of the lesson, the
students
will be able to:
conduct a sample diagnosis
applying their knowledge of
the steps and principles
Learning
Goals reflect on the importance of
diagnosis in the process of
remediation and in reading
as a whole
 A
t the end of the lesson, the
students
will be able to:

show appreciation and

Learning awareness of the
responsibilities of the
Goals teacher in the reading
remediation process
especially during diagnosis
Students, in the long run, will be able to
apply their knowledge of the steps and
principles in diagnosing learners reading
deficiencies by making use of tools and
strategies that would appropriately address
specific needs of learners, for the purpose of an
efficient
remediation program.

Transfer
Students, in the long run, will understand that
diagnosis is an integral part of remediation as it
determines where the learner needs help and
what type of remedial program the teacher
should design; therefore, this process should be
handled with utmost sensitivity and
attention following its underlying
principles and steps, because
the failure or success in
diagnosing could either Understanding
make or break the learner.

Let us
begin!
Levels of Diagnosis
 Burnett, 1963 (p. 5-6)

Reading performance is described through:

 Burnett, 1963 (p. 5-6)

Reading performance is described through:

Level 1
terms of comprehension, vocabulary, word
recognition, and among others obtained from
informal and standardized tests
 Burnett, 1963 (p. 5-6)

Reading performance is described through:

Level 2
terms of motivation and anxiety obtained from
personality tests and interviews
 Burnett, 1963 (p. 5-6)

Reading performance is described through:

Level 3
terms of the reading process (reception,
perception, and association) obtained from
Illinois Test of Psycholinguistic Abilities (ITWA)
 Burnett, 1963 (p. 5-6)

Reading performance is described through:

Level 4
terms of mental abilities (visual-memory and
association)obtained from Wechsler Intelligence
Scale
 Burnett, 1963 (p. 5-6)

Reading performance is described through:

Level 5
terms of personality test and values obtained
from clinical personality tests (Rorschach,
Thematic Apperception Test)
 Burnett, 1963 (p. 5-6)

Reading performance is described through:

Level 6
terms of brain damage, neurological
disorganization or hemispheric dominance
obtained from neurological examinations
 Burnett, 1963 (p. 5-6)

Reading performance is described through:

Level 7
terms of learners own explanation of why and
how they can/cannot read certain words
obtained from introspective reports done by
trained research persons
Level 1 informal and standardized tests

Level 2 personality tests and interviews

Level 3 test of psycholinguistic abilities

Level 4 intelligence scale (visual-memory association)

Level 5 clinical analysis of traits (Rorschach, TAT)

Level 6 neurological examination of brain

Level 7 introspective reports

Steps in Diagnosis
According to Bateman (1965, p.3), there are 4 major
steps in diagnosing:
Step
1:ascertaining the level of an individuals
reading performance or locating a
reading problem

Does the student have a reading

problem?
What levels of text is the child
reading?
Step
2:
noting the discrepancy between the
individuals expected potential and his actual
performance

How severe is the reading

problem?
According to this table, a severe reading problem
exists if the difference between grade level text
(appropriate text) and current reading level is large
enough. A student who reads just below the grade
level posted in the chart has a mild reading problem.

Students Differences between Appropriate Reading

Appropriate Level and Current Reading Level that
indicate a SEVERE Reading Problem
Reading Level
Grades 1 3 One year or more
Grades 4 6 Two years or more
Grades 7+ Three years or more
Example
s:
Kate is in second grade and is reading first
grade text.

Students Differences between Appropriate Reading

Appropriate Level and Current Reading Level that
indicate a SEVERE Reading Problem
Reading Level
Grades 1 3 One year or more
Grades 4 6 Two years or more
Grades 7+ Three years or more

Kate has a severe reading problem.

Example
s:
John is a fifth grade student who currently
reads fourth grade text.

Students Differences between Appropriate Reading

Appropriate Level and Current Reading Level that
indicate a SEVERE Reading Problem
Reading Level
Grades 1 3 One year or more
Grades 4 6 x Two years or more
Grades 7+ Three years or more

John has a mild reading problem.

Example
s:
Rica Rose is a seventh grade student
reading fourth grade text.

Students Differences between Appropriate Reading

Appropriate Level and Current Reading Level that
indicate a SEVERE Reading Problem
Reading Level
Grades 1 3 One year or more
Grades 4 6 Two years or more
Grades 7+ Three years or more

Rica Rose has a severe reading problem.

Implications?
According to Bateman (1965, p.3), there are 4 major
steps in diagnosing:
Step
3: describing his/her reading behaviour
completely and specifically as possible
as

How could we describe reading

behavior?

In what general reading area is the

reading problem found?
Ways in Describing
Reading Behavior
There are five basic areas that contribute to
reading development (Richek, Caldwell, Jennings,
Lerner, 2002):

Emergent Literacy/Alphabetics

Word Analysis

Fluency

Comprehension

Vocabulary
 1.) Observation

Teachers should have:

background knowledge of childs behaviour and

conditions associated with reading achievement

techniques of accurate, insightful observation

ability to interpret observed behaviour.

Teachers should be child-watchers.

 Advantages
vs
Disadvantages
 Gives overall view of
the learner in different
aspects, in a faster way
vs
Subject to many
interpretations or
biases
 2.) Tests

Teachers should know how to use

tests/instruments for different
purposes.
 ADDITIONAL RESOURCES

Formal Assessment/Tests:

http://www.rtinetwork.org/essential/assessment/scre
ening/screening-for-reading-problems-in-grades-1-
through-3

Informal Assessment/Observation:

http://www.readingrockets.org/article/types-informal-
classroom-based-assessment
 Advantages
vs
Disadvantages
 Determines the specific
reading aspect(s) that the
learner needs to improve
on
vs
Tests do not always
correlate with
performance; other
aspects arent considered
Implications?
Step
4:determining probable causes and relevant
correlates of his present reading performance.

What could be the causes of the

reading problem?
 Correlates and causes of reading
disability:

Physical

Environmental

Neurological

Personal
Let us recall...
4 steps :
A scertaining the level of an individuals
reading performance or locating a reading
problem
Noting discrepancy between the individuals
expected potential and his actual performance

Describing his reading behaviour as completely

and specifically as possible

Determining probable causes and relevant

correlates of his present reading performance.
Mini Challenge
Teacher Jenny notices that some of her Grade 3
pupils coming from the mountains have reading
difficulty. She immediately came up with a
conclusion that their problem is rooted from
environmental factors.

Is her procedure
correct?
 Teacher Kenneth determined that Amanda reads
a 3rd grade text despite the fact that she is
already in 5th grade. He described the students
reading difficulty using a combination of
observation and tests. After this, he formulated a
remediation program.

Is Teacher Kenneths
procedure complete?
Principles Of Diagnosis
According to William d. Sheldon, Syracuse University
1.) Diagnosis is an essential aspect
of teaching and is a preliminary step
to sound instruction.
2.) Diagnosis should be continuous
because child growth in reading
depends upon the sequential
development of skills, which is
promoted through the teachers
knowledge of each childs progress.
3. Diagnosis is an individual task
which reflects the fact that each
child is different.
4. Diagnosis of reading status
demands far more than assessment
of reading because reading
difficulties are symptomatic of
many causative factors.
5. Because reading is but one aspect
of language, teachers must
understand the listening, speaking,
and writing status of children to fully
understand their reading abilities.
6. Because the instruments of
diagnosis have not been perfected,
the limitation of each instrument
must be thoroughly understood.

Lets Challenge Your Values!

Teachers should have...
Commitment, Consistency
Patience
 Open-mindedness,
Embracing differences
Hopefulness, Understanding
 Reflection time!

In 1 or 2 sentences, write your

thoughts about the roles and
responsibilities of the reading teacher
in diagnosis.
?
 Sources:
Iliyas, R.A. (2002). Solving reading problems through the process of
diagnosis and remediation, Lafiagi Journal of Education, Science
and Technology, (4) 1 38 42.
Strang, R. (1968). Reading Diagnosis and Remediation. Indiana:
Spons Agency Office of Education.
Torgesen, J.K. & Hayes, L. (2005). Diagnosis of reading difficulties
following inadequate performance on state,
http://www.minddisorder.com - 31/05.08
Villamin, A. M., & Villamin, C. R. (1990). Remedial reading: A
handbook for teachers and students. Quezon City, Philippines: Phoenix
Publishing House, Inc.
http://www.readingrockets.org
http://www.rtinetwork.org/essential/assessment/screening/screening-
for-reading-problems-in-grades-1-through-3

http://www.readingrockets.org/article/types-informal-classroom-base
d-assessment

http://www.education.vic.gov.au/school/teachers/support/Pages/date.
aspx
END
 A
t the end of the lesson, the
students
will be able to:
define what diagnosis is in
the context of reading
Learning
Goals identify the following:
a.) principles
b.) steps
c.) common reading
deficiencies, causes
d.) instruments and
methods
 A
t the end of the lesson, the
students
will be able to:
conduct a sample diagnosis
applying their knowledge of
the steps and principles
Learning
Goals reflect on the importance of
diagnosis in the process of
remediation and in reading
as a whole
 A
t the end of the lesson, the
students
will be able to:

show appreciation and

Learning awareness of the
responsibilities of the
Goals teacher in the reading
remediation process
especially during diagnosis