Comprehensive Rapid Literacy Assessment Reading (CRLA) Profiles and Reading Performance of Grade 3 Learners in English at Mangagoy Central Elementary School, Bislig City Division: A Descriptive-Correlational Approach
DOI:
https://doi.org/10.5281/zenodo.21330666Keywords:
academic performance, CRLA, English reading profile, Grade 3 learners, reading intervention, reading proficiencyAbstract
This study determined the relationship between the Comprehensive Rapid Literacy Assessment (CRLA) English reading profiles and the academic performance in English of Grade 3 learners at Mangagoy Central Elementary School, Schools Division of Bislig City. Using a descriptive-correlational approach and documentary analysis of existing school records, the study analyzed CRLA post-test reading profiles and English final grades of 36 Grade 3 learners. Frequency, percentage, mean, standard deviation, and Spearman rho correlation were used to analyze the data. Findings showed that 21 learners (58.33%) were At Grade Level, 13 learners (36.11%) were Transitioning Readers, and 2 learners (5.56%) were High Emerging Readers; no learner was classified as Low Emerging or Developing. The learners obtained a mean English grade of 80.90, interpreted as Satisfactory. The Spearman rho value of 0.641 with a p-value of 0.000025 indicated a moderate positive and statistically significant relationship between CRLA English reading profile and English academic performance. The study concluded that stronger reading profiles tend to be associated with higher English performance and that data-driven reading intervention is necessary for learners who have not yet reached grade-level reading proficiency. Based on the findings, a Grade 3 English Reading Intervention Program was proposed to strengthen foundational reading, fluency, vocabulary, comprehension, English academic support, home reading practice, and regular progress monitoring.
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