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Comprehensive Rapid Literacy Assessment

The Comprehensive Rapid Literacy Assessment (CRLA) was developed to quickly assess the reading profiles of Grade 1-3 learners, particularly after the disruptions caused by the COVID-19 pandemic. It allows teachers to identify students needing additional support and has been successfully piloted and scaled across schools in the Philippines, leading to improved reading interventions. The tool is being expanded to include more mother tongue languages and additional assessments for the academic year.

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373 views1 page

Comprehensive Rapid Literacy Assessment

The Comprehensive Rapid Literacy Assessment (CRLA) was developed to quickly assess the reading profiles of Grade 1-3 learners, particularly after the disruptions caused by the COVID-19 pandemic. It allows teachers to identify students needing additional support and has been successfully piloted and scaled across schools in the Philippines, leading to improved reading interventions. The tool is being expanded to include more mother tongue languages and additional assessments for the academic year.

Uploaded by

namraida.batunggara
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Comprehensive Rapid Literacy Assessment

The CRLA was initially conceived as a 5-minute start-up reading assessment designed to help teachers
quickly determine the reading profiles of their G1-G3 learners, and develop appropriate reading
instructional strategies. The main goal is to identify children who need additional support in reading. The
CRLA was developed in response to the extended break that learners experienced over the summer of
2020 due to the pandemic. After 32 weeks of no class, teachers needed a rapid, easy to use tool, to
determine what level of readiness and support the returning children needed. The beginning of school
year tasks focused on letter sounds, isolated words and sentence in reading in MT (G1), Filipino (G1-G2)
and English (G1-G3). In the Philippines, learners are expected to transition from their mother tongue
(MT) to Filipino and English (L2 and L3 respectively) by grade 4. However, the earliest standardized
assessment used in the Philippines is for Filipino starting in G3 and English starting in G4. Prior to the
CRLA, there were no existing standardized tools or systems used to assess in the MT.

It was also a tool that could be administered remotely (online or even over the phone) which proved
critical for schooling in the new normal where face to face classes were not permitted. Thus, the CRLA
met the needs of teachers who were missing such a tool in their early grade assessment toolbox. The
CRLA was initially piloted in November 2020 with select schools. The experience of the pilot led DepEd
to scale up the CRLA to all schools in the ABC+ Target Regions. The feedback from the schools and
teachers who utilized the CRLA was encouraging. Many schools used the results of the CRLA to develop
remedial and focused reading programs in the context of the new normal and identify the struggling
readers to provide additional support. Based on the success of the beginning of school year RLA, the
Department of Education requested ABC+ to help develop middle and end of year assessments that would
align to their curricular competencies. Keeping to the same criteria (rapid and easy to administer and
analyze), the team incorporated listening comprehension, oral reading fluency and reading comprehension
tasks for end of year administration. At the request of DepEd, ABC+ is currently in the process of
expanding the number of MT languages supported by the CRLA and incorporating it into their operations
manual for mother tongue-based multi-lingual education.

THE EFFECTIVENESS OF COMPREHENSIVE RAPID LITERACY ASSESSMENT (CRLA) IN


BRIDGING THE GAP IN READING LEVEL AND ACADEMIC PERFORMANCE OF GRADE 1 PUPILS
IN THE MOTHER TONGUE

The present study ventured into the role of the Comprehensive Rapid Literacy Assessment (CRLA) tool
as an innovative reading assessment instrument in Mother Tongue for early-grade learners. The adoption
of remote learning modality by the schools due to the COVID-19 pandemic made CRLA a practical and
timely measure to assess Grade 1 learners’ reading profiles which paved the way for Grade 1 teachers to
determine the factors affecting the utilization of the tool and the crafting of differentiated and
developmentally appropriate reading interventions. Anchoring the employed interventions to the results
provided by the tool, the Grade 1 learners’ reading level and academic performance in Mother Tongue
have improved.

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