Effects of Comprehensive Rapid Literacy Assessment on the Reading Proficiency of Grade Three Pupils

Abstract

This study determined the extent of the effects of the Comprehensive Rapid Literacy Assessment (CRLA) on the reading proficiency of Grade Three pupils in selected public elementary schools in the Binangonan District, Division of Rizal, during School Year 2025–2026. It specifically examined the effects of CRLA in terms of vocabulary development, decoding, fluency, and comprehension and determined the level of pupils’ reading performance based on their reading test scores. The study employed a descriptive-survey research design, supplemented by documentary analysis. The respondents were the total population of 100 Grade Three English teachers from Bilibiran Elementary School, Binangonan Elementary School, Calumpang Elementary School, Darangan Elementary School, Doña Susana Madrigal Elementary School, Don Jose Ynares Sr. Elementary School, Mabuhay Homes 2000 Elementary School, Sitio Mata Elementary School, Tagpos Elementary School, and Tayuman Elementary School. A researcher-made questionnaire-checklist was used to gather data on the perceived effects of CRLA, while pupils’ reading test scores were examined to determine their reading performance. Findings revealed that CRLA often affects pupils’ reading proficiency in vocabulary development, decoding, fluency, and comprehension. No significant differences were found in teachers’ perceptions when grouped according to age, civil status, position title, educational attainment, length of service, and in-service trainings attended, except for sex in relation to vocabulary development. The pupils’ reading performance was classified as Light Refresher, with a mean score of 15.25. Furthermore, no significant relationship was found between the perceived effects of CRLA and pupils’ reading performance. The study concluded that CRLA contributes to literacy development as perceived by teachers but does not significantly correlate with pupils’ measured reading performance. It recommended strengthening literacy interventions, providing relevant teacher training, continuously monitoring pupils’ reading progress, enhancing classroom reading practices, encouraging parental support, and implementing the proposed action plan to improve pupils’ literacy and reading proficiency.