Abstract
The study aimed to determine the extent of implementation of the Comprehensive Rapid Literacy Assessment for grade two pupils in selected public elementary schools in Tanay District, Schools Division Office of Rizal. A descriptive survey research design was applied, using a researcher-developed questionnaire checklist as the instrument to gather data on the extent of implementation of the Comprehensive Rapid Literacy Assessment for grade two pupils with respect to objectives, learning activities, reading comprehension, and monitoring and evaluation. The respondents of the study considered the total population of grade two teachers in the said sub-office. The study revealed that the Comprehensive Raid Literacy Assessment for grade two pupils is well implemented across objectives, learning activities, reading comprehension, and monitoring and evaluation. No significant difference exists in the perception of the teacher-respondents regarding the extent of implementation of the Comprehensive Rapid Literacy Assessment (CRLA) for Grade Two pupils with respect to the cited aspects, including age, sex, civil status, position title, length of service, educational attainment, and in-service training attended. Teachers sometimes encountered challenges in implementing the Comprehensive Rapid Literacy Assessment. School administrators may deliberate efforts to support literacy initiatives through budget allocation and resource distribution. Teachers may be encouraged to undergo regular training and capacity-building activities related to CRLA to enhance their skills in administering the assessment, interpreting results, and designing appropriate reading interventions.
