Assessing the Effectiveness of Comprehensive Rapid Literacy Assessment (CRLA) in Teaching Literacy Skills Among Kindergarten Learners 

Michelle Inot, Helen Revalde, Marjorie Anero, Lilibeth Pinili

Abstract

This study evaluates the effectiveness of the Comprehensive Rapid Literacy Assessment (CRLA) in enhancing literacy skills among kindergarten learners at Pusok Elementary School. Employing a quasi-experimental design, this research compared literacy outcomes between a control group, which followed traditional educational methods, and an experimental group, which utilized the CRLA. Data was collected through pretests and posttests over the academic year 2023-2024. The results, analyzed using paired t-tests and t-tests for independent samples, indicated significant improvements in literacy levels in the experimental group as compared to the control group. The experimental group not only showed higher gains in proficiency levels but also demonstrated a substantial decrease in the lower literacy categories. These findings suggest that the CRLA is a more effective tool than traditional methods for improving literacy skills in early childhood education, highlighting its potential for wider implementation in similar educational settings.

https://doi.org/10.22014/wjher.4.2

Keywords

comprehensive rapid literacy assessment, literacy development, literacy skills

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Journal:  World Journal on Education and Humanities ResearchVolume (Issue): 4(2)DOI: https://doi.org/10.22014/wjher.4.2Pages: 158-167Published: 06-24-2024Copyright: Copyright (c) 2024 Michelle Inot, Helen Revalde, Marjorie Anero, Lilibeth PiniliOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteInot, M., Revalde, R., Anero, M., Pinili, L. (2024). Assessing the Effectiveness of Comprehensive Rapid Literacy Assessment (CRLA) in Teaching Literacy Skills Among Kindergarten Learners. World Journal on Education and Humanities Research, 4(2), 158-167. https://doi.org/10.22014/wjher.4.2