Teachers’ Reading Intervention Practices and Learners’ Reading Assessment Results in P.M. Clar Elementary School, Bislig City Division: A Descriptive-Documentary Survey Approach
DOI:
https://doi.org/10.5281/zenodo.22182722Keywords:
reading intervention, CRLA, Phil-IRI, reading assessment, progress monitoring, literacy tracking systemAbstract
This study determined teachers’ reading intervention practices and learners’ reading assessment results in P.M. Clar Elementary School, Bislig City Division, as the basis for a strengthened literacy tracking system. A quantitative descriptive-documentary survey design was employed. All seven teachers were included through total enumeration, while documentary data consisted of 39 Comprehensive Rapid Literacy Assessment (CRLA) records from Grades 1–3 and 52 Philippine Informal Reading Inventory (Phil-IRI) records from Grades 4–6. A researcher-made, expert-validated four-point questionnaire measured six dimensions of reading intervention practice; official CRLA and Phil-IRI records supplied learner reading data. Weighted mean, standard deviation, frequency, percentage, and rank were used for analysis. Teachers reported a very high overall extent of reading intervention practice (M = 3.686, SD = 0.343), with implementation of reading intervention strategies highest (M = 3.771, SD = 0.355) and assessment-based identification of reading needs lowest, though still very high (M = 3.600, SD = 0.346). CRLA results showed 33.33% Grade Ready, 28.21% Full Refresher, 25.64% Light Refresher, and 12.82% Moderate Refresher. Phil-IRI results showed 53.85% at the Instructional level, 36.54% Independent, 7.69% Frustration, and 1.92% for further assessment/blank record. The findings indicate strong teacher-led intervention practices alongside persistent and varied learner support needs. A strengthened literacy tracking system was therefore proposed to consolidate reading data, support intervention grouping, monitor progress, connect home reinforcement, and guide quarterly program review.
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