World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), pp. 231-237
REGINA A. MORANO
Master Teacher II, Monreal Central School
Abstract
This study examined the utilization of Comprehensive Rapid Literacy Assessment (CRLA) results as the basis for developing a school-based reading intervention program for struggling readers among Grade 2 learners at Monreal Central Elementary School, Schools Division of Masbate Province. Specifically, the study determined the learners’ reading proficiency level in terms of word recognition and sentence reading, reading fluency, and reading comprehension; identified the literacy skill with the lowest level of proficiency; established the learners’ reading profile; developed a school-based reading intervention program; and proposed a monitoring and evaluation scheme for assessing the effectiveness of the intervention program.
The study employed a quantitative descriptive-developmental research design with a pretest-posttest approach. Twenty-one Grade 2 learners identified as struggling readers through purposive sampling participated in the study. The Comprehensive Rapid Literacy Assessment (CRLA) served as the primary diagnostic instrument, while a researcher-made intervention monitoring checklist was utilized to document learners’ progress during the intervention period. Frequency count, percentage distribution, weighted mean, and ranking were used to analyze the gathered data.
Findings revealed that the learners demonstrated low proficiency in several literacy components, particularly in word recognition, reading fluency, and reading comprehension. Based on the CRLA results, a school-based reading intervention program was developed focusing on phonics instruction, guided reading, repeated reading, vocabulary enhancement, and comprehension activities. The intervention program aimed to address the specific literacy gaps identified among the learners.
The study concluded that CRLA is an effective diagnostic tool for identifying struggling readers and that assessment-based interventions can help improve learners’ literacy performance. The study recommends the continuous utilization of CRLA results in designing evidence-based school reading programs and strengthening literacy interventions among primary grade learners.
Keywords: Comprehensive Rapid Literacy Assessment, reading intervention, struggling readers, literacy development, school-based intervention, reading proficiency
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