DIVISION READING PROFILE

School Year 2022-2023

Out of 63,062 learners assessed
through the Comprehensive
Literacy Assessment (CRLA)
administered for incoming
Grades 1, 2, and 3, 61.02% is
“Grade Ready,” 15.8% learners
are classified as “Light
Refresher,” 4.75%,“Moderate
Refresher”: and 18.35%, Full
Refresher.

While majority of the learners

are “Grade Ready,” much has to
be done to ensure that all
learners are to transition to the
next grade level. This calls the
need to conduct “Bridging
Program” to address the
learners classified under the
“Refresher” spectrum.
Phil-IRI Posttest Results
English, Grades 4-6, SY 2022-2023
The table shows the comparative analysis of Phil-IRI
pretest and posttest results in English Grades 4-6 for SY
2022-2023. It can be gleaned that the number of
“Independent Readers” increased by 50.74% and the
number of “Frustration Readers” is reduced by 32.74%. A
79.70% decrease of the number of non-readers is also
recorded. These can be attributed to the reading
initiatives implemented by schools in addressing
“Reading Poverty.”

But the remaining 479 non-readers in English calls for

an increased efficiency of instruction, including through
catch-up learning to make them grade level ready for SY
2023-2024.

No. of learners tested: 46,454

Phil-IRI Posttest Results
Filipino, Grades 3-6, SY 2022-2023
In Filipino Grades 3-6, the “Independent Readers” increased
by 34.36% and the number of “Frustration Readers” is
reduced by 28.97%. Like in English, the number of non-
readers also decreased. However, there are still 686 learners
who cannot read.

This calls the need to intensify reading instruction

and interventions in schools, increase “Reading
Time,” and conduct Reading Catch Up Program
using the Bridging Primers to address the needs of
struggling learners.

No. of learners tested: 52,480,454

Phil-IRI Posttest Results In the JHS, data show reduction of
“Frustration Readers” and increased
English, Grades 7-10, SY 2022-2023
number of “Independent Readers” after the
implementation of reading remediation and
intervention. However, there are still 64
10343 10300
learners who are non-decoders and a total
of 5,929 learners who belong to the
7842
6977
“Frustration Level” from among the 10,300
5929
6301 learners tested in the Phil-IRI English.

A more in-depth assessment of the

remaining 64 non-decoders must be
194 64 conducted to determine and diagnose
PRE POST PRE POST PRE POST PRE POST
the learners’ specific needs.
NR FRUST INS IND
Development of Content Area Literacy
(CAL) and HOTS must also be
Pretest Posttest
intensified.
RECOMMENDATIONS
1. Increase the efficiency of instruction, including through catch up learning by adapting
structured pedagogy, targeted instruction, and expanded learning time.
2. Provide instructional support to teachers through regular SLACs on the Science of
Teaching Reading, explicit teaching, developing HOTS, and designing tiered activities.
3. Increase the literacy time to at least 2 HOURS PER WEEK, either in-class or off-class
4. Use assessment results in designing and redesigning the School Reading Program for SY
2023-2024. This should be anchored and aligned on the framework and components of
Project Re-READS and 3Bs Initiative
5. Conduct weekly, monthly, and quarterly progress tracking. Each class SHOULD
MAINTAIN LEARNER’S READING LEDGER to record and track their reading progress.
For SY 2023-2024, the Division shall conduct quarterly validation of reading assessment
results.
6. Intensify regular instructional supervision in reading, particularly on the integration of
literacy and numeracy across and within learning areas.
7. Use varied and contextualize learning resources in reading. Maximize the Supplemental
Reading Materials developed by the SDO which can be accessed in the Division Virtual
Reading Library.
 IMPORTANT

Results of reading assessment and Learner’s

Individual Reading Ledger
SHOULD BE TURNED OVER
to the Receiving Teachers or Schools so they will be
given baseline data of the learner’s reading level.
 IMPORTANT

Refrain from giving ancillary

services and administrative tasks
to Key Stage 1 teachers so they can devote
their time on literacy instruction interventions.
 IMPORTANT

EPSs, PSDSs/DIC should closely monitor the

conduct of these activities and should provide
technical assistance to elementary and secondary
school heads in designing reading instruction and
intervention based on assessment results
 IMPORTANT

EPSs, PSDSs/DIC should closely monitor the conduct

of these activities and should provide technical assistance
to school heads in designing reading instruction and
intervention based on assessment results