Evaluating CRLA and its Instructional Impact in Grade 3 Learners Fluency and Reading Comprehension
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Abstract
This study aimed to assess the effectiveness of the Comprehensive Rapid Literacy Assessment (CRLA) in improving the reading fluency and comprehension of Grade 3 students at Basak Elementary School, Schools Division of Mandaue City, for the academic year 2025–2026. The study aimed to analyze the demographic characteristics of educators and students, evaluate the extent of CRLA implementation, assess students' reading performance regarding CRLA outcomes, investigate the correlation between implementation and performance, and identify the challenges faced by teachers. The research utilized a descriptive-correlational design, encompassing 12 Grade 3 educators and 50 students. The data collection instruments comprised survey questionnaires and analyses of CRLA results. The findings indicated that most teachers (50%) were seasoned professionals, aged 46 and older, female, with more than 15 years of service, holding bachelor's degrees, and having completed master's coursework. Nonetheless, 91.67% had participated in fewer than 20 hours of CRLA-related training. The learners were predominantly aged 9 to 10, with a slight female majority. The implementation of CRLA received an "Always" rating in all dimensions, with an average weighted mean of 3.81. Learner performance was evaluated as "Very Satisfactory" (WM = 3.22), with oral reading fluency receiving the highest score. A statistically significant correlation (p = 0.065 < 0.05) was identified between CRLA implementation and reading performance. Nonetheless, significant challenges encompassed insufficient training, time limitations, minimal parental support, and inadequate resources. The study advocates for early-grade reading intervention activities to maximize CRLA as a resource for advancing early literacy and enhancing instruction.
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