The Use of Comprehensive Rapid Literacy Assessment (CRLA): Its’ Effect on the Reading Performance of Learners

This study examined the effect of the Comprehensive Rapid Literacy Assessment (CRLA) on the reading performance of Grade 2 learners at Talifugo Elementary School, Conner, Apayao, for the academic year 2025–2026. A total of 24 Grade 2 pupils from two sections served as participants. Employing a pre-experimental research design, the CRLA tool was administered as both a pre-test and post-test instrument to measure learners' literacy proficiency in Mother Tongue (Ilocano) and Filipino before and after the intervention. Data were analysed using frequency, percentage, and paired sample t-test to describe and compare reading performance levels across assessment periods. Prior to the intervention, most learners were categorized at the emergent and developing reading levels, indicating significant gaps in phonological awareness, decoding, fluency, and comprehension. Following the implementation of CRLA-guided instruction and targeted reading interventions, a notable improvement in learners' reading performance was recorded, with a marked increase in mean scores from pre-test to post-test in both language subjects. The paired sample t-test results revealed a statistically significant difference in reading performance before and after the use of CRLA, leading to the rejection of the null hypothesis. The findings underscore the diagnostic and instructional value of the CRLA tool in identifying specific literacy strengths and weaknesses, enabling teachers to design differentiated and targeted reading interventions. The study recommends the sustained and systematic use of CRLA in early grade classrooms to support struggling readers and advance overall literacy outcomes among Filipino learners.