Enhancing Early Grade Literacy and Numeracy Through CRLA-Based Reading Interventions: A Qualitative Analysis of Program Implementation and Best Practices in Irosin II District

This study examined the implementation of Comprehensive Rapid Literacy Assessment (CRLA)-based reading intervention programs and their impact on early-grade literacy and numeracy in selected schools in the Irosin II District, Philippines. Employing a descriptive qualitative research design, the study purposively involved six elementary school CRLA coordinators as key informants. Data were gathered through semi-structured interviews, focus group discussions, document analysis, and observation, and were analyzed using content and thematic analysis. The findings revealed that the implementation of six innovative CRLA-based reading and numeracy programs contributed to significant improvements in learners’ reading performance, as evidenced by increased numbers of transitioning and grade-level readers and a corresponding decrease in emergent readers across all participating schools. The effectiveness of these programs was attributed to collaborative planning, strong stakeholder engagement, learner-centered instructional strategies, supportive learning environments, contextualized instructional materials, continuous monitoring and evaluation, and sustained technical assistance. The study further identified a set of best practices, which were synthesized into a compendium to guide teachers and school leaders in strengthening literacy and numeracy interventions. These practices emphasized data-driven decision-making, school-community collaboration, and differentiated instruction as key drivers of program success. The study concluded that CRLA-based interventions were effective in improving early grade literacy and numeracy when implemented through coordinated, context-responsive, and sustainable approaches. The findings underscored the need for the institutionalization of these programs and continuous professional development for educators to ensure long-term improvement in learners’ foundational skills.