Implementation Levels of Cross-Curricular Reading Assessment and Literacy Intervention Practices and Their Relationship at Don Benito Maristela Memorial High School

Abstract

This study examined the implementation of cross-curricular reading assessment practices and literacy intervention practices among teachers of Don Benito Maristela Memorial High School and determined the relationship between these variables. Guided by the Assessment for Learning Theory, the Response to Intervention (RTI) Framework, and Sociocultural Theory of Learning, the study emphasized the role of assessment and intervention in supporting learners’ reading development. A descriptive-quantitative research design was employed. The respondents were twenty Junior and Senior High School teachers. Data were collected through a validated and reliable researcher-made questionnaire and analyzed using frequency count, percentage, weighted mean, and Pearson r correlation. Findings revealed that cross-curricular reading assessment practices were generally highly implemented. Among its dimensions, subject-specific assessment obtained the highest level of implementation, while assessment results utilization received the lowest rating. Literacy intervention practices were likewise implemented at a high level, with collaboration and support emerging as the most implemented dimension, whereas intervention implementation and progress monitoring and evaluation received comparatively lower ratings. The results further indicated a statistically significant moderate positive relationship between cross-curricular reading assessment practices and literacy intervention practices, demonstrating that stronger assessment practices are associated with more effective literacy intervention implementation. The study concluded that assessment and intervention are complementary processes that promote literacy development across learning areas. Effective assessment provides essential information for identifying learner needs, guiding instruction, and implementing targeted literacy interventions. The study recommends strengthening assessment utilization, progress monitoring, intervention implementation, and collaborative support systems to further improve literacy programs. The study supports Sustainable Development Goal 4 (Quality Education) by promoting literacy development and equitable learning opportunities, and Sustainable Development Goal 17 (Partnerships for the Goals) through stakeholder collaboration. Its sustainability contribution lies in strengthening educational, institutional, and community practices that support lifelong learning and continuous literacy improvement.