This study develops tools and materials to address the issue of poor basic English skills to analyze and remediate the difficulties faced by students with low basic skills. By reviewing previous studies, the concept of basic skills and elementary English basic skills was established, and various programs and policies were developed to support basic skills. Analysis of existing diagnostic tools to assess elementary English basic skills revealed that these evaluation methods focused on listening and speaking abilities and overlooked the importance of literacy learning. Therefore, this study proposed areas of an in-depth analysis tool for elementary English basic skills. Moreover, cognitive and affective remediation materials should be developed for students with insufficient elementary English basic skills. Cognitive remediation materials include knowledge of the alphabet, phonemic, phonics, sight vocabulary, word reading, and early reading abilities. Affective remediation materials focus on the affective domain to transform students’ negative attitudes toward learning into positive ones and instill achievement motivation and confidence. Such cognitive and affective approaches are crucial for improving students’ basic English abilities and stimulating motivation and intellectual curiosity toward learning. By accurately diagnosing the difficulties faced by students with low basic skills and implementing effective remedial education, the study proposes practical measures to enhance students’ learning abilities and improve the quality of English education.