CRLA ACCOMPLISHMENT REPORT (AutoRecovered) (1).docx

FOR READING ASSESSMENT

1. Republic of the Philippines
Department of Education
REGION IX
SCHOOLS DIVISION OF ZAMBOANGA SIBUGAY
LA FORTUNA ELEMENTARY SCHOOL
P1 LA FORTUNA, PAYAO, ZAMBOANGA SIBUGAY
CRLA ACCOMPLISHMENT REPORT
Introduction
The Comprehensive Rapid Literacy Assessment (CRLA) is a valuable tool
designed to assess and support the development of foundational literacy skills in
early learners, specifically students in Kindergarten through Grade 3. This report
highlights the administration and outcomes of the CRLA, which provides quick yet
meaningful insights into students’ abilities in key areas such as phonemic
awareness, phonics, vocabulary, fluency, and reading comprehension. By identifying
each learner’s strengths and areas for growth, the CRLA plays a crucial role in
guiding effective, data-driven instruction and early intervention strategies. The
findings in this report aim to inform teaching practices and help ensure that every
child builds a strong foundation for lifelong reading success.
Rationale
Early literacy development is critical to a child’s academic success and
long-term learning outcomes. The foundational years from Kindergarten through
Grade 3 are a pivotal period during which students acquire essential reading and
language skills. The Comprehensive Rapid Literacy Assessment (CRLA) was

2. developed to support this learning phase by offering a quick, reliable, and
comprehensive snapshot of a student’s literacy abilities.
The rationale behind implementing the CRLA lies in its ability to efficiently
identify students’ strengths and pinpoint areas requiring targeted support across key
literacy domains such as phonemic awareness, phonics, vocabulary, fluency, and
comprehension. By using this assessment tool, educators are empowered with
actionable data that informs instruction, guides differentiated teaching, and helps in
designing timely interventions. Ultimately, the CRLA supports the goal of ensuring
that all students become confident, capable readers by the end of third grade.
Objectives
The objectives of administering the Comprehensive Rapid Literacy
Assessment (CRLA) for Kindergarten to Grade 3 students are as follows:
1.To assess foundational literacy skills – Evaluate key components of early literacy,
including phonemic awareness, phonics, vocabulary, fluency, and reading
comprehension.
2.To identify individual student needs – Detect specific areas of strength and
weakness in each learner's literacy development to support personalized instruction.
3.To inform instructional planning – Provide educators with timely, data-driven
insights that guide effective teaching strategies and curriculum adjustments.
4.To support early intervention – Enable the early identification of students at risk for
reading difficulties, allowing for prompt and targeted interventions.
5.To monitor progress over time – Track students’ literacy growth across multiple
assessment periods to ensure they are on track toward meeting grade-level
expectations.

3. 6.To promote equitable learning outcomes – Ensure all students, regardless of
background or learning pace, have access to the support needed to develop strong
reading and language skills.
Implementation Guidelines:
The implementation of the Comprehensive Rapid Literacy Assessment
(CRLA) should be strategically planned to ensure accurate assessment, meaningful
interpretation of results, and effective instructional response. The following
guidelines and timeline outline how CRLA should be used within the academic year
for Kindergarten to Grade 3 students:
Implementation Guidelines
Assessment Periods:
Conduct the CRLA three times per academic year—Beginning-of-Year (BOY),
Middle-of-Year (MOY), and End-of-Year (EOY)—to monitor student progress over
time.
Administration Format: Administer the CRLA individually depending on the grade
level and component being assessed. Ensure a quiet, distraction-free environment
for testing.
Grade level adviser : Ensure assessments are conducted by trained teachers,
literacy specialists, or support staff familiar with the tool’s procedures and scoring
system.
Data Analysis: Use the results to identify trends, group students by instructional
need, and plan targeted literacy interventions.
Timeline:

4. Beginning of School Year (BOY):
Timeline: Weeks 2–4 of Term 1
Purpose: Establish baseline literacy levels and identify students needing immediate
support.
Middle of School Year (MOY):
Timeline: Weeks 2–3 of Term 2 (or mid-academic year)
Purpose: Evaluate progress, adjust groupings, and refine instructional strategies.
End of School Year (EOY):
Timeline: Last 3–4 weeks of the academic year
Purpose: Measure overall growth, evaluate intervention effectiveness, and plan
transitions to the next grade.
Presentation of data Pre Test : CRLA Pre-Test Data Analysis – Grade 1
The Comprehensive Rapid Literacy Assessment (CRLA) was administered
at the beginning of the academic year to assess the literacy levels of Grade 1
learners. The pre-test results are categorized across five developmental reading
levels, with a breakdown by gender to better understand patterns and instructional
needs.

5. Learners Distribution by Reading Level (Pre-Test)G-1
Reading
Level
Male (M) Female (F) Total Percentage
(%)
Low
Emerging
Reader
1 1
High
Emerging
Reader

28.13%
Developing
Reader
0 2 2
6.25%
Transitionin
g Reader
5 2 7
21.88%
Reading at
Grade Level
1 2 3
9.38%
Total
Students
17 12 32
100%
Key Observations

6. 34.38% (11 students) are Low Emerging Readers, with a higher number of males (7)
than females (4), indicating a significant group requiring foundational literacy
support.
High Emerging Readers account for 28.13% (9 students), fairly evenly split between
males and females.
Only 2 students (6.25%), both female, are in the Developing Reader category—
indicating emerging proficiency.
Transitioning Readers (21.8%) are all male, suggesting that boys may be
progressing but are still not fully at grade level.
Notably, only 3 LEARNERS (both female) are Reading at Grade Level, which is just
9.38% of the total population.
Instructional Implication
Differentiated instruction is critical, with targeted phonics, vocabulary, and fluency
work for Low and High Emerging Readers.
Gender-responsive teaching strategies may be beneficial to engage male learners
more effectively.
Transitioning Readers, especially the boys in this group, require support to bridge
the gap to full proficiency.
Developing Readers and those at grade level (females) should be challenged with
enriching literacy tasks to continue their growth.
Presentation of data Pre Test : CRLA Pre-Test Data Analysis – Grade 2

7. Learners Distribution by Reading Level (Pre-Test)G-2
Reading Level Male (M) Female (F) Total Percentage (%)
Low Emerging
Reader
1 1 2
10.55%
High
Emerging
Reader
0 0 0 0%
Developing
Reader
2 2 4 21.05%
Transitioning
Reader
5 6 11 57.89%
Reading at
Grade level
2 1 3 15.79%
Total Learners10 10 20 100 %
Key Observations
57.89% of students (11 out of 19) are Transitioning Readers, with a nearly equal
gender distribution (5 males, 6 females), indicating a large group nearing grade-level
proficiency.
21.05% are Developing Readers, suggesting they are building their foundational
reading skills but need continued support.

8. Only 15.79% are currently Reading at Grade Level—2 males and 1 female.
Low Emerging Readers represent just over 10%, showing a relatively small number
of students who require intensive foundational literacy support.
There are no learners in the High Emerging Reader category, which may suggest
most students have either progressed beyond early emergence or are still struggling
at the lowest level.
Interpretation and Instructional Implications
The majority of students are approaching grade-level proficiency, which is promising.
Instruction should focus on strategic support for Transitioning Readers to help them
meet full proficiency.
Developing Readers would benefit from structured, scaffolded instruction in phonics,
decoding, and comprehension.
While only 2 students are Low Emerging, early interventions should be provided to
prevent long-term reading challenges.
The absence of High Emerging Readers could reflect a rapid shift in development
between levels or a need to examine the assessment calibration.
Balanced support across genders is necessary, as both males and females appear
evenly distributed across most proficiency levels.
Presentation of data Pre Test : CRLA Pre-Test Data Analysis – Grade 3
The Comprehensive Rapid Literacy Assessment (CRLA) was administered in
Sinugbuanong Binisaya to assess the reading proficiency of Grade 3 learners at the
beginning of the school year. The results are grouped into five reading levels, with a

9. breakdown by gender to better inform targeted teaching approaches and intervention
planning.
Learners Distribution by Reading Level (Pre-Test)G-3
Sinugbuanong Binisaya
Reading
Level
Male (M) Female (F) Total Percentage
(%)
Low
Emerging
Reader
8 2 10
22.22%
High
Emerging
Reader
0 2 2
4.44%
Developing
Reader
1 1 2
4.44%
Transitionin
g Reader
8 16 24
53.33%
Reading at
Grade Level
1 5 6
13.33%
Total
Students
18 26 45
100%
Key Observations
The majority of students (53.33%) are Transitioning Readers, showing they are
progressing well and are close to reading at grade level.

10. 13.33% are Reading at Grade Level, with more females (5) than males (1) having
achieved proficiency.
22.22% of students are still Low Emerging Readers, with a notable concentration
among males (8 out of 10), indicating a need for focused early literacy intervention.
High Emerging and Developing Readers combined make up less than 10%,
representing students who are in earlier stages of literacy development but not at the
lowest risk.
There is a clear trend of female students outperforming males, especially in the
Transitioning and Grade-Level categories.
Interpretation and Instructional Implications
Transitioning Readers should be the focus of guided reading and skill
reinforcement to help them reach full grade-level proficiency in Sinugbuanong
Binisaya.
Low Emerging Readers, particularly males, require intensive and systematic
instruction in basic literacy components such as decoding, vocabulary, and
comprehension.
The gender gap in performance suggests a need for gender-responsive teaching
methods, possibly incorporating more inclusive materials and strategies to engage
boys more effectively.
Learners who are already at grade level should receive enrichment activities to
deepen comprehension, critical thinking, and vocabulary.
Learners Distribution by Reading Level (Pre-Test)G-3
Filipino

11. Reading Level Male (M) Female (F) Total Percentage (%)
Low Emerging
Reader
6 2 8
18.60%
High Emerging
Reader
1 3 4
9.30%
Developing
Reader
1 0 1
2.33%
Transitioning
Reader
10 20 30
69.77%
Reading at
Grade Level
0 1 1
2.33%
Total Students 18 26 44
100%
Key Observations
A large majority—69.77% (30 out of 44 students)—are Transitioning Readers,
indicating that most students are approaching grade-level proficiency.
Low Emerging Readers make up 18.60% of the class, with the majority being males
(6 out of ??????, which highlights a need for focused foundational literacy instruction.
Only 1 student (2.33%), a female, is currently Reading at Grade Level.
High Emerging Readers (9.3%) and Developing Readers (2.33%) represent a small
portion of the class who are still progressing from the basic stages.

12. The trend again shows female students performing stronger overall, particularly in
the higher proficiency bands (Transitioning and Grade Level).
Interpretation and Instructional Implications
With the majority being Transitioning Readers, instruction should be focused on
strengthening comprehension, fluency, and higher-order thinking skills in Filipino to
bring these students to full grade-level proficiency.
Low Emerging and High Emerging Readers require more targeted, small-group
interventions that emphasize phonics, vocabulary development, and structured
reading support.
The gender gap indicates a need to engage male learners more actively, possibly
through differentiated materials and motivational strategies.
The limited number of students reading at grade level suggests the need for school-
wide reading support programs and regular monitoring throughout the school year.
Learners Distribution by Reading Level (Pre-Test)G-3
English
Reading
Level
Male (M) Female (F) Total Percentage
(%)
Low
Emerging
Reader
4 1 5
10.87%
High
Emerging
3 3 6
13.04%

13. Reader
Developing
Reader
3 6 9
19.57%
Transitionin
g Reader
16 14 30
65.22%
Reading at
Grade Level
1 2 3
6.52%
Total
Learners
27 26 44
100%
Key Observations
65.22% of learners (30 out of 53) are Transitioning Readers, showing a strong
potential for achieving grade-level proficiency with continued support and practice.
19.57% are Developing Readers, still building foundational skills in decoding,
fluency, and comprehension.
Low Emerging Readers (10.87%) are few, but mostly male, indicating a group that
will need targeted intervention.
A small number (6.52%) are Reading at Grade Level, suggesting a need for
enrichment for those learners and for accelerating the rest toward proficiency.
The distribution shows relatively balanced performance between genders, though
females slightly outnumber males in the Developing and Grade-Level categories.

14. Interpretation and Instructional Implications
The large proportion of Transitioning Readers should receive scaffolded instruction
focused on comprehension strategies, vocabulary enrichment, and reading fluency.
Developing and High Emerging Readers would benefit from differentiated instruction,
with guided reading and structured practice.
Low Emerging Readers, though few, need immediate and intensive support in
phonological awareness, decoding, and early reading comprehension.
Progress monitoring should be scheduled regularly to track movement between
reading levels and adapt instruction accordingly.
Provide language-rich classroom environments, especially for English learners,
using interactive read-alouds, paired reading, and visual supports.
Comparison of Grade 3 CRLA Pre-Test Results Across Languages Reading
Learners Distribution by Reading Level (Pre-Test)G-3
English
Reading Level Binisaya M/F Filipino M/F English M/F
Low Emerging Reader 8/2=10 6/2=8 4/1=5

High Emerging Reader 0/2=2 1/3=4 3/3= 6

Developing Reader 1/1=2 1/0=1 8/16=24

15. Transitioning Reader 8/ 16=24 10/20= 30 16/14= 30

Reading at Grade Level 1/5=6 0/1=1 1/2 = 3

Total Learners 18/26=44 18/26 =44 18/26= 44

Key Comparative Insights
Transitioning Readers form the majority across all three languages:
Binisaya: 54.5%, Filipino: 68.2% , English: 56.6%
This suggests that most learners are close to meeting grade-level expectations but
still need focused support.
Reading at Grade Level is consistently low in all subjects:
Binisaya: 13.6% (mostly females)
Filipino: 2.3% (only one female)
English: 5.7% (females slightly leading)
Very few learners are achieving full mastery, indicating the need for deeper
comprehension and fluency development.

16. Low Emerging Readers are more prevalent in Binisaya (22.7%) and Filipino (18.2%),
but relatively lower in English (9.4%). This may suggest that foundational reading
challenges are more evident in the mother tongue and national language.
Developing Readers are more common in English, possibly due to its status as a
second or third language where students are still acquiring fluency and vocabulary.
Across all languages, female learners consistently perform better, particularly in
higher categories like Transitioning and Reading at Grade Level.
Conclusion
The CRLA pre-test data for Grade 3 reveals that the majority of students are
progressing toward literacy proficiency in all three languages—Sinugbuanong
Binisaya, Filipino, and English—yet only a small fraction are reading at grade level.
While most learners are Transitioning Readers, the substantial presence of Low and
High Emerging Readers indicates a continuing need for foundational literacy support,
especially in the mother tongue and Filipino.
There are also noticeable gender trends, with female learners outperforming males
in most categories. This suggests a need for more inclusive, gender-responsive
instructional strategies.
Given these results, literacy instruction should focus on:
Bridging the gap between transitioning and grade-level reading through guided and
differentiated strategies;
Strengthening foundational skills for emerging readers;Enhancing comprehension,
vocabulary, and fluency in all three languages;

17. Providing enrichment for proficient readers and regular progress monitoring for all.
Recommendation :
Based on the CRLA pre-test results across Grades 1 to 3, it is recommended that
schools implement targeted interventions to address the diverse reading levels of
learners in Sinugbuanong Binisaya, Filipino, and English.
For learners identified as Low and High Emerging Readers, focused support must
be provided through small-group instruction that emphasizes foundational skills such
as phonemic awareness, decoding, and vocabulary building. Transitioning Readers,
who form the majority across grade levels, should be supported with scaffolded
reading strategies that build fluency, comprehension, and critical thinking.
Meanwhile, learners already reading at grade level should be given enrichment
opportunities such as advanced texts, reading circles, and writing activities to
maintain and further enhance their proficiency.
In addressing the noticeable gender gap, with female learners generally performing
better, gender-responsive strategies should be adopted to better engage male
learners through inclusive and motivating reading materials and activities. To ensure
continuity and progression, regular monitoring through mid-year and end-of-year
assessments is recommended, alongside the creation of individual literacy profiles
for all students.
Teachers must also be equipped through ongoing capacity-building programs that
deepen their understanding of CRLA-informed instruction.
Lastly, the active involvement of parents and community stakeholders is essential.
Schools should promote a reading culture at home and in the community through

18. literacy campaigns, reading programs, and accessible materials in all three
languages. By aligning assessment, instruction, and community support, the school
can create a holistic and responsive approach to raising literacy outcomes for all
learners
CRLA POST TEST
Learners Distribution by Reading Level (POST-TEST ) G-1
Reading Level Male (M) Female (F) Total Percentage (%)
Low Emerging
Reader
2 0 2 6.3%
High
Emerging
Reader
1 0 1 3.1%
Developing
Reader
3 2 5 15.6%
Transitioning
Reader
6 3 9 28.2%
Reading at
Grade Level
7 8 13 40.6%
Total
LEARNERS
17 15 32
Grade 1 CRLA Reading Level Comparison
Reading LevelPre-Test (Total) Pre-Test (%) Post-Test (Total) Post-Test (%)
Change (Total)

19. Low Emerging Reader 1134.38% 2 6.25% -9
High Emerging Reader 928.13% 1 3.13% -8
Developing Reader 26.25% 5 15.63% +3
Transitioning Reader 721.88% 9 28.13% +2
Reading at Grade Level 39.38% 13 40.63 +10
Total Learners 32 100% 32 100%
The Grade 1 CRLA Pre-Test and Post-Test results. As illustrated:

20. Based on the comparison between the CRLA Pre-Test and Post-Test results for
Grade 1, there is a significant improvement in the reading performance of the
learners. The number of learners categorized as Low Emerging Readers decreased
from 11 to only 2, indicating that most of the struggling readers made progress.
Likewise, the number of High Emerging Readers dropped from 9 to just 1,
suggesting that many of these learners advanced to higher reading levels.
There was also an increase in Developing Readers, from 2 to 5, and a rise in
Transitioning Readers, from 7 to 9, showing that more learners are moving toward
proficiency. Most notably, the number of learners Reading at Grade Level increased
dramatically from 3 to 13, reflecting the effectiveness of the interventions and
instructional strategies employed. Overall, the post-test results demonstrate a
positive shift in reading proficiency among Grade 1 learners.
CRLA POST TEST FOR GRADE TWO

Learners Distribution by Reading Level (Post-Test)G-2
Reading Level Male (M) Female (F) Total Percentage (%)
Low Emerging
Reader
1 1 2
10.55%
High
Emerging
Reader
0 0 0 0%
Developing
Reader
2 2 4 21.05%

21. Transitioning
Reader
3 3 6 57.89%
Reading at
Grade level
14 14 28 15.79%
Total Learners14 14 28 100 %
This graph comparing the Grade 2 learners' reading levels in the pre-test and post-
test. It clearly shows progress in the "Reading at Grade Level" category, with a
notable increase from 51.72% to 57.14%, while "Transitioning Reader" slightly
decreased. Other categories remain relatively stable. The CRLA post-test results for
Grade 2 show a generally positive shift in learners’ reading proficiency compared to
the pre-test data. Most notably, the percentage of learners Reading at Grade Level
increased from 51.72% to 57.14%, indicating that more than half of the class has

22. achieved the expected reading competency for their grade. This improvement
reflects the effectiveness of the reading interventions and instruction implemented
throughout the school year.
Conclusion
The proportion of Transitioning Readers slightly decreased from 27.59% to 21.43%,
suggesting that several learners in this group progressed to grade-level proficiency.
The number of Developing Readers remained stable, while the Low Emerging
Reader category also stayed the same at a minimal level, with only two learners
needing continued foundational support. It is encouraging that no learners remained
in the High Emerging Reader category in either assessment.
Overall, the data indicates steady improvement in reading achievement among
Grade 2 learners, with more students reaching or nearing proficiency. Continued
monitoring and differentiated support will be essential to help the remaining
Developing and Low Emerging Readers close the gap.
Recommendations
Based on the results of the Grade 2 CRLA post-test, it is recommended that the
school continue strengthening targeted reading interventions, particularly for learners
in the Low Emerging and Developing Reader categories. These students would
benefit from small-group or individualized instruction that focuses on foundational
skills such as decoding, fluency, and comprehension. For those in the Transitioning
Reader group, scaffolded reading tasks, vocabulary development activities, and
guided reading sessions should be consistently provided to help them advance
toward full grade-level proficiency.

23. Learners who are already reading at grade level should not be overlooked; they
should be offered enriching learning experiences such as literature-based
discussions, extended writing activities, and exposure to more complex texts to
further develop higher-order thinking and engagement. Regular formative
assessments and mid-year CRLA checks should also be conducted to monitor
progress and adjust instruction as needed. Maintaining updated literacy profiles for
each learner will help teachers provide more personalized and responsive
instruction.
To further support these efforts, ongoing professional development for teachers is
essential. Training should focus on effective differentiated instruction, use of CRLA
data, and literacy strategies that address a wide range of learner needs. Finally,
parents and guardians should be encouraged to support reading at home through
reading kits, shared reading time, and consistent communication with teachers
regarding their child's progress. With a collaborative and data-driven approach, the
school can ensure continued literacy growth and success for all learners.
CRLA POST TEST FOR GRADE THREE

Learners Distribution by Reading Level (Post-Test)G-3
Reading Level Male (M) Female (F) Total Percentage (%)
Low Emerging
Reader
1 1 2
10.55%
High
Emerging
Reader
0 0 0 0%
Developing 2 2 4 21.05%

24. Reader
Transitioning
Reader
3 3 6 57.89%
Reading at
Grade level
14 14 28 15.79%
Total Learners14 14 28 100 %
Interpretation:
The number of Low Emerging Readers slightly decreased, showing some
improvement at the lowest level.There was a small increase in High Emerging
Readers, possibly due to reclassification or minimal progress from the lowest level.
GRADE THREE COMPARTIVE SUMMARY
Reading Level Pre-Test Total Post-Test Total Difference
Low Emerging Reader 3 2 -1
High Emerging Reader 0 1 +1
Developing Reader 5 8 +3
Transitioning Reader 10 16 +6
Reading at Grade Level 25 16 -9

25. A positive gain is seen in the Developing and Transitioning Readers categories,
indicating that more learners are moving toward proficiency.
Interestingly, the number of learners Reading at Grade Level decreased from 25 to
16, suggesting that some students may have regressed or were re-assessed more
accurately at mid-year or endline testing.
CONCLUSION:
The Grade 3 CRLA post-test results indicate a shift in reading performance across
the different proficiency levels. While there was a slight decrease in the number of
Low Emerging Readers (from 3 to 2), a small group of learners moved into the High
Emerging category (from 0 to 1), suggesting some early progress among struggling
readers. Notably, the number of Developing Readers increased from 5 to 8, and
Transitioning Readers rose significantly from 10 to 16. This reflects positive growth
among learners who were previously below grade level, showing that more students
are steadily building their literacy skills.
However, it is important to note that the number of learners Reading at Grade Level
decreased from 25 to 16. This could indicate regression for some students or a more
accurate assessment of their actual reading levels during the post-test. This shift
highlights the need for continuous support, especially to maintain and advance those
already meeting grade-level expectations.
Overall, the data reveals that while foundational reading skills are improving for
many learners, consistent monitoring and targeted instruction are essential to ensure
that gains are sustained and all students reach and maintain grade-level proficiency.
RECOMMENDATION:

26. In light of the Grade 3 CRLA post-test results, it is recommended that the school
strengthen its support strategies for both progressing and at-risk readers. Learners
who remain in the Low and High Emerging Reader categories should receive
immediate, focused intervention through small-group instruction emphasizing
phonemic awareness, decoding, and comprehension skills. Meanwhile, those in the
Developing and Transitioning Reader levels should continue to receive scaffolded
support that includes guided reading, vocabulary enrichment, and fluency-building
activities to help them move toward grade-level proficiency.
The noticeable decline in the number of learners Reading at Grade Level suggests
the need to provide enrichment and retention activities for proficient readers to
maintain their skills and avoid regression. These may include literature-based
projects, reading comprehension extensions, and independent reading programs.
Additionally, regular monitoring and reassessment using the CRLA or similar tools
should be implemented to track progress and adjust instruction accordingly.
Teachers should also be provided with continuous professional development on
differentiated instruction and data-driven reading strategies.
Finally, strengthening partnerships with parents through home reading programs and
communication about learners’ progress will help extend literacy development
beyond the classroom and ensure sustained improvement across all reading levels.
OVER ALL IMPLICATION
The CRLA results across Grades 1 to 3 reveal significant insights into the current
status and progression of early literacy development among learners. The data
shows a general upward trend in reading proficiency, particularly in the number of

27. learners transitioning from lower-level categories to higher reading levels. However,
it also underscores the need for continued, differentiated instruction and targeted
support.
For Grade 1, the results reflect a strong impact of early interventions, with a notable
decrease in Low and High Emerging Readers and a marked increase in those
reading at grade level. This indicates that early literacy strategies and small-group
interventions are effective and should be sustained. However, there is still a need to
maintain focus on learners who remain in the developing stage to ensure no one is
left behind in foundational reading skills.
In Grade 2, the majority of learners reached or neared grade-level reading
proficiency, with a stable distribution in the lower categories. This suggests that
consistent instruction and assessment throughout the year helped maintain learner
progress. However, the presence of a small percentage in the Low and Developing
Reader categories calls for continued support and close monitoring, especially as
learners prepare for more complex academic demands in higher grades.
For Grade 3, the data presents both progress and challenges. While many learners
moved into the Developing and Transitioning stages, the decline in the number of
learners reading at grade level is a cause for concern. This may point to learning
loss, inconsistencies in instructional delivery, or increased difficulty of reading tasks
at this stage. It highlights the importance of sustaining reading fluency,
comprehension, and vocabulary instruction even among learners who previously
reached grade-level standards.
Across all three grade levels, the implications are clear: early assessment,
continuous monitoring, and responsive instruction are critical. Schools must ensure
that interventions are timely, data-driven, and matched to the individual needs of

28. learners. Teacher capacity must continue to be developed through ongoing training,
and families must be engaged as active partners in promoting reading at home. By
acting on these implications, schools can ensure that all learners are on track to
become confident, proficient readers.
Overall Conclusion
The results of the Comprehensive Rapid Literacy Assessment (CRLA) across
Grades 1 to 3 reflect meaningful progress in the development of early literacy skills
among learners. The data indicates that targeted interventions, consistent
instructional strategies, and timely assessments contributed significantly to improved
reading outcomes, particularly in Grades 1 and 2. A clear reduction in the number of
Low and High Emerging Readers, alongside an increase in Developing,
Transitioning, and Grade-Level Readers, demonstrates that most learners are on an
upward trajectory toward reading proficiency.
While Grade 1 showed substantial gains in foundational reading skills and Grade 2
maintained strong performance with most learners reaching or nearing proficiency,
the results in Grade 3 highlighted both successes and areas for improvement.
Although more learners advanced to the Developing and Transitioning stages, a
decline in those reading at grade level calls attention to the need for sustained and
strategic literacy support at the upper primary level.
These findings underscore the importance of early and continuous reading
assessment, responsive instruction tailored to learner needs, and strong
collaboration among teachers, school leaders, and families. Moving forward, a focus
on strengthening reading fluency, comprehension, and vocabulary across all grade
levels will be essential to ensure that every learner becomes a confident, capable,
and independent reader.
Overall Recommendations for Continued Literacy Development

29. To sustain and build upon the gains shown in the CRLA results from Grades 1 to 3, it
is essential that schools continue and strengthen early literacy interventions.
Learners who remain in the Low and Developing Reader categories must receive
consistent, targeted support through small-group instruction and focused strategies
such as phonics-based teaching, guided reading, and vocabulary building. Across all
grade levels, reading instruction should be enhanced to include a balanced approach
that develops phonemic awareness, fluency, comprehension, and higher-order
thinking. Instruction should be responsive and inclusive, with an emphasis on using
the mother tongue, Filipino, and English in meaningful ways.
Regular progress monitoring through formative assessments and CRLA tools must
be maintained to track learner growth and guide instructional decisions. Teachers
should be empowered with ongoing professional development that equips them with
skills in differentiated instruction, intervention planning, and data interpretation.
Collaboration among teachers should also be encouraged to share effective
strategies and align literacy goals across grade levels.
Equally important is the active engagement of families in supporting literacy
development at home. Parents should be involved in reading activities and be
provided with resources and guidance to reinforce learning outside the classroom.
Schools should also cultivate a literacy-rich environment by making age-appropriate
reading materials accessible and encouraging independent reading through
structured programs and daily reading time.
Through these sustained efforts, schools can create a strong foundation for lifelong
literacy and ensure that all learners are equipped to become confident, competent
readers.

30. Prepared by: Noted:

CELEDONIO VILLARANTE ESTRELLA V. MALABAD
READING COORDINATOR School Principal I1