From literacy assessment to intervention: The role of CRLA coordination practices in a Philippine elementary school

Abstract

Literacy assessment and intervention require effective school-level coordination to ensure that learners’ reading needs are identified and addressed through appropriate support. However, limited local research has examined how Comprehensive Rapid Literacy Assessment (CRLA) coordination practices relate to the implementation of literacy interventions from the perspective of teachers. This study looked into CRLA coordination practices and literacy intervention implementation at elementary schools in Cabagan, Isabela. A descriptive-correlational design was used with 65 teachers directly involved in CRLA-related activities and literacy interventions. Data were gathered through a researcher-developed questionnaire and analyzed using weighted mean and Pearson product-moment correlation. Results showed that CRLA coordination practices and literacy intervention implementation were both highly practiced, with overall means of 4.18 and 4.15, respectively. A strong, positive, and significant relationship was found between the two variables (r = .72, p < .001). The school is encouraged to strengthen resource management, stakeholder involvement, and systematic monitoring through a school-based literacy management framework.