Longitudinal Assessment of Reading Proficiency Through CRLA: A Three-Year Analysis of Grade 1-3 Learners In SDO- Makati (2022-2025)
DOI:
https://doi.org/10.33369/ijer.v7i1.40173Keywords:
CRLA (Comprehensive Rapid Literacy Assessment), Reading Proficiency, Mother Tongue, Longitudinal AssessmentAbstract
This three-year longitudinal Study addresses a critical gap in understanding reading proficiency development in multilingual educational settings, particularly in post-pandemic recovery in Philippine basic education. The research aimed to analyze the effectiveness of the Comprehensive Rapid Literacy Assessment (CRLA) implementation in tracking and improving reading proficiency among Grades 1-3 learners in SDO Makati from 2022 to 2025, specifically focusing on mother tongue-based instruction and dual-language development. Using a longitudinal research design, the Study examined 18,159 students across 15 elementary schools, implementing pre-test (BOSY) and post-test (EOSY) assessments through CRLA, which evaluated reading proficiency across four levels: Grade Ready, Light Refresher, Moderate Refresher, and Full Refresher. The findings revealed significant improvements across all grade levels, with Grade 1 showing a dramatic reduction in students requiring full refresher intervention from 55.17% to 1.64%, Grade 2 from 32.17% to 0.80%, and Grade 3 demonstrating successful bilingual development with Filipino full refresher needs decreasing from 19.88% to 0.71% and English from 12.43% to 1.16%. These results suggest that systematic early intervention combined with mother tongue-based instruction creates a robust foundation for sustained literacy development in multilingual contexts. The dramatic reductions in students requiring full refresher intervention were statistically significant across all grade levels (p<0.001), with large effect sizes (Cohen's d ranging from 1.45 to 2.13), indicating not only substantial but reliable improvements. The 95% confidence intervals for these improvements (Grade 1: 52.3%-55.7%; Grade 2: 30.2%-32.5%; Grade 3 Filipino: 18.4%-19.9%; Grade 3 English: 10.5%-12.0%) further demonstrate the consistency of these positive outcomes across the student population.
References
Afflerbach, P. (2019). Aligning Curriculum and Assessment in Early Reading Education. In Improving Early Literacy Outcomes (pp. 29–45). Brill. https://doi.org/10.1163/9789004402379_003
Afkar, R., Beteille, T., Breeding, M., Linden, T., Mattoo, A., Pfutze, T., Sondergaard, L., & Yarrow, N. (2023). Fixing the Foundation: Teachers and Basic Education in East Asia and Pacific. World Bank Publications. https://doi.org/10.1596/978-1-4648-1867-7
Auld, E., Rappleye, J., & Morris, P. (2019). PISA for Development: How the OECD and World Bank shaped education governance post-2015. Comparative Education, 55(2), 197–219.https://doi.org/10.1080/03050068.2018.1538635
Bataliran, J. M., Villasin, L. M., & Gaza, J. S. B. (2024). IMPROVING THE READING LEVEL OF GRADE VI GRAPPLING READERS THROUGH PROJECT SEL-P (Strategic Enhancement Learning Package). Ignatian International Journal for Multidisciplinary Research, 2(8), 1699–1718. https://doi.org/10.5281/zenodo.13584277
Berkeley, S., Scanlon, D., Bailey, T. R., Sutton, J. C., & Sacco, D. M. (2020). A snapshot of RTI implementation a decade later: New picture, same story. Journal of Learning Disabilities, 53(5), 332–342. https://doi.org/10.1177/0022219420915867
Bleses, D., Dale, P. S., Justice, L., Højen, A., Vind, B. D., & Jiang, H. (2021). Sustained effects of an early childhood language and literacy intervention through second grade: Longitudinal findings of the SPELL trial in Denmark. Plos One, 16(10), e0258287. https://doi.org/10.1371/journal.pone.0258287
Casingal, C. P. (2022). Efficacy of PHIL-IRI and remedial classes for Filipinos at the intermediate level. Journal of Sustainable Business, Economics and Finance, 47–59. https://doi.org/10.31039/josbef.2022.1.2.22
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multiligual matters. https://doi.org/10.21832/9781853596773
Coiro, J. (2021). Toward a multifaceted heuristic of digital reading to inform assessment, research, practice, and policy. Reading Research Quarterly, 56(1), 9–31. https://doi.org/10.1002/rrq.302
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Descartin, D. M. D., Kilag, O. K. T., Groenewald, E. S., Abella, J. L., & Jumalon, M. L. S. (2023). Curricular Insights: Exploring the Impact of Philippine K to 12 on PISA 2022 Reading Literacy Achievement.
DeVries, B. A. (2023). Literacy assessment and intervention for classroom teachers. Routledge. https://doi.org/10.4324/9781003243489
Dolean, D., Melby-Lervåg, M., Tincas, I., Damsa, C., & Lervåg, A. (2019). Achievement gap: Socioeconomic status affects reading development beyond language and cognition in children facing poverty. Learning and Instruction, 63, 101218. https://doi.org/10.1016/j.learninstruc.2019.101218
Ganuza, N., & Hedman, C. (2019). The impact of mother tongue instruction on the development of biliteracy: Evidence from Somali–Swedish bilinguals. Applied Linguistics, 40(1), 108–131. https://doi.org/10.1093/applin/amx010
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. https://doi.org/10.1057/9781137385765
Gaylo, P. J. B. (2020). Implementing mother tongue based–multilingual education (MTB-MLE): Outcomes and challenges. International Social Science Review, 2, 148–183.
Gibbs, L., Nursey, J., Cook, J., Ireton, G., Alkemade, N., Roberts, M., Gallagher, H. C., Bryant, R., Block, K., & Molyneaux, R. (2019). Delayed disaster impacts on academic performance of primary school children. Child Development, 90(4), 1402–1412. https://doi.org/10.1111/cdev.13200
Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading. Routledge. https://doi.org/10.4324/9781315726274
Graham, J., & Kelly, S. (2019). How effective are early grade reading interventions? A review of the evidence. Educational Research Review, 27, 155–175. https://doi.org/10.1016/j.edurev.2019.04.003
Haw, J. Y., King, R. B., & Trinidad, J. E. R. (2021). Need supportive teaching is associated with greater reading achievement: What the Philippines can learn from PISA 2018. International Journal of Educational Research, 110, 101864. https://doi.org/10.1016/j.ijer.2021.101864
Hawtin, A. C. (2023). Sensemaking of Michigan’s Read by Grade Three Law. Wayne State University.
Kim, S. W., Cho, H., & Kim, L. Y. (2019). Socioeconomic status and academic outcomes in developing countries: A meta-analysis. Review of Educational Research, 89(6), 875–916. https://doi.org/10.3102/0034654319877155
Koda, K. (2008). Learning to read across languages: Cross-linguistic relationships in first-and second-language literacy development. Routledge. https://doi.org/10.4324/9780203935668
Lewis, J., Schneegans, S., & Straza, T. (2021). UNESCO Science Report: The race against time for smarter development (Vol. 2021). Unesco Publishing.
Minor, C. (2023). Best practices in literacy instruction. Guilford Publications.
Monje, J. D., Orbeta Jr, A. C., Francisco, K. A., & Capones, E. M. (2021). “Starting Where the Children Are”: Process Evaluation of the Mother Tongue-Based Multilingual Education Program Implementation. Research Paper Series (Philippine Institute for Development Studies), 2, I–81.
Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22-37. https://doi.org/10.1080/10888438.2013.827687
Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2022). Teacher professional development around the world: The gap between evidence and practice. The World Bank Research Observer, 37(1), 107–136.
Rasikawati, I. (2020). Corpus-Based Data-Driven Learning in Reading English for Academic Purposes. Seattle Pacific University.
Rasmitadila, R., Widyasari, W., Teguh, P., & Ayu Anggraini, P. (2022). CHALLENGES IN THE IMPLEMENTATION OF INSTRUCTIONAL STRATEGY MODEL BASED ON THE BRAIN NATURAL LEARNING SYSTEMS FOR INCLUSIVE CLASSROOM. https://doi.org/10.22521/edupij.2022.114.2
Reh, R. K., Dias, B. G., Nelson III, C. A., Kaufer, D., Werker, J. F., Kolb, B., Levine, J. D., & Hensch, T. K. (2020). Critical period regulation across multiple timescales. Proceedings of the National Academy of Sciences, 117(38), 23242–23251. https://doi.org/10.1073/pnas.1820836117
Reilly, D., Neumann, D. L., & Andrews, G. (2019). Gender differences in reading and writing achievement: Evidence from the National Assessment of Educational Progress (NAEP). American Psychologist, 74(4), 445. https://doi.org/10.1037/amp0000356
Romijn, B. R., Slot, P. L., & Leseman, P. P. M. (2021). Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review. Teaching and Teacher Education, 98, 103236. https://doi.org/10.1016/j.tate.2020.103236
Scherer, L., Stephens, A., & Floden, R. (2020). Changing expectations for the K-12 teacher workforce: Policies, preservice education, professional development, and the workplace. National Academies Press. https://doi.org/10.17226/25603
Smith, C., & Gillespie, M. (2023). Research on professional development and teacher change: Implications for adult basic education. In Review of Adult Learning and Literacy, Volume 7 (pp. 205–244). Routledge. https://doi.org/10.4324/9781315043258-8
Stahl, K. A. D., Flanigan, K., & McKenna, M. C. (2019). Assessment for reading instruction. Guilford Publications.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407. https://doi.org/10.1177/0022057409189001-204
Teale, W. H., Whittingham, C. E., & Hoffman, E. B. (2020). Early literacy research, 2006–2015: A decade of measured progress. Journal of Early Childhood Literacy, 20(2), 169–222. https://doi.org/10.1177/1468798418754939
Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. Center for Research on Education, Diversity & Excellence.
Tomarong, L., Abendan, C. F., Kilag, O. K., Apas, M., Undalok, V., & Alcorcon, J. J. (2023). The Lindamood-Bell Reading Intervention: A Pathway to Enhanced Reading Skills in Pupils. Excellencia: International Multi-Disciplinary Journal of Education (2994-9521), 1(5), 322–332. https://doi.org/10.59425/eimje.v1i5.143
Yap, J. R., & Chin, M. L. L. (2020). Using systematic synthetic phonics to accelerate rural indigenous children’s acquisition of early literacy skills. International Journal of Learning, Teaching and Educational Research, 19(10), 1–18. https://doi.org/10.26803/ijlter.19.10.1
Yong, J. Y., Yusliza, M., Ramayah, T., Chiappetta Jabbour, C. J., Sehnem, S., & Mani, V. (2020). Pathways towards sustainability in manufacturing organizations: Empirical evidence on the role of green human resource management. Business Strategy and the Environment, 29(1), 212–228. https://doi.org/10.1002/bse.2359
Yoon, L., & Hernandez, D. (2021). Energy, energy, read all about it: A thematic analysis of energy insecurity in the US mainstream media from 1980 to 2019. Energy Research & Social Science, 74, 101972. https://doi.org/10.1016/j.erss.2021.101972
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
