MANUAL IN THE
ADMINISTRATION OF THE
RAPID LITERACY ASSESSMENT
(RLA) FOR GRADES 4-12
LEARNERS IN REGION V
1
Dear Teacher,
As DepEd Region V intensifies its efforts to address learning loss among
Bicolano learners even after reverting to face-to-face instruction after the COVID-19
pandemic, DepEd Regional Office V, through the Curriculum and Learning
Management Division, makes available the RAPID LITERACY ASSESSMENT (RLA)
tools that it has developed for administration to Grades 4 to 12 learners starting School
Year 2023-2024.
The Rapid Literacy Assessment (RLA) is intended to determine the word attack
or decoding skills of the Grades 4-12 learners in English and Filipino. These basic skills
are necessary to transition Key Stage 2-4 learners into successful readers. Each grade
level has two sets: the Pre-Test, which should assist the teachers in profiling the
specific reading skills of learners in the previous grade levels and implementing
reading interventions to address specific reading difficulties; while the Post-Test
reveals the progress that the learners have accomplished in a school year. These
assessment materials have undergone the thorough process of content development;
quality control of passages, phrases, and words; pilot testing, and refinement prior to
their finalization.
Pre-test should be administered within the first month of the school opening,
while the post-test should be made a month before the closing of the school year. A
Rapid Literacy Assessment (RLA) Summary Record Sheet that you will accomplish
after the administration of the assessment is also provided for your utilization.
You are enjoined to exercise confidentiality and integrity to ensure the reliability
of the Rapid Literacy Assessment in Region V.
Thank you!
DepEd Regional Office V-CLMD
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GUIDELINES IN THE ADMINISTRATION OF THE RAPID LITERACY
ASSESSMENT FOR GRADES 4-12 LEARNERS IN REGION V
I. General Guidelines
1. There are two sets of Rapid Literacy Assessment (RLA) tools that are available for
utilization; for pre-test and post-test, composed of Teacher’s Copy and Learner’s
Copy for each set, in English and Filipino, which should be both administered to the
learners in Grades 4 to 12.
2. Prepare the materials ahead of time. The Teacher’s Copy needs to be reproduced
according to the number of learners in the class. During the assessment, the teacher
must record the miscues (if any) of each learner through marking, thus it is
important that a copy per learner should be made available. On the other hand, the
Learner’s Copy shall be reproduced only once and can be used by the entire class.
3. Establish rapport with the learner prior to the actual conduct of the reading
assessment. Clear instructions should also be given.
II. Specific Guidelines During the Literacy Assessment
1. Reading miscues should be carefully noted by the teacher. A reading miscue
happens when there is a difference between what is on the page and what students
say during oral reading.
2. A reading miscue is significant when:
a. the miscue changes the meaning of the sentence,
b. the miscue does not make sense within the sentence,
c. the learner skips the word, or
d. the learner needs help with the word.
This tells us that a learner is struggling with decoding skills.
3. The teacher must be familiar with these miscues:
a. Insertion. An insertion is a word(s) added by the learner that is not in the
text.
b. Omission. During oral reading, the learner omits a word that changes the
meaning of the sentence.
c. Repetition. The learner repeats a word or portion of the text.
d. Reversal. The learner reverses the order of the print or the word. (from
instead of form, etc.)
e. Substitution. Instead of reading the word in the text, the learner
substitutes a word that may or may not make sense in the passage.
4. The following markings can be used by the teacher, and should be written in the
Teacher’s Copy when miscues are heard/observed during the oral reading:
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Miscue Marking
Last word read word
Substitution word
(misarticulation, non-word, unsuccessful
correction, abandoned correct) (option to write the actual word articulated)
Insertion word
(word “read” but not in the passage)
Omission
(word in the passage but not read) word
Repetition
word
(word read more than once)
Reversion
(word or group of words not read in order)
1 2
5. Do NOT comment on the learner’s answers or give clues.
Do not say:
✗ Are you sure?
✗ Check again.
6. Prompt and encourage.
✓ Next.
✓ Continue.
✓ It is okay to try!
7. Do not correct the learner’s mistakes. There is a separate time for instruction.
8. Do not force the learner to finish the activity if they are already in distress. Always
put the learner’s well-being first.
III. Scoring and Interpretation
Here is how the teacher should score the literacy assessment and how the results
will be interpreted:
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Students who
Students who
accurately and
accurately and
automatically read
automatically read Students who
at least 80% of the
at least 50% of the accurately and
total number of
high frequency automatically read
high frequency
words in the 30% of the
words in the
phrases are individual words are
paragraph are
considered considered Coping.
considered
Emerging.
Established.
Students who
Those who got scored less than
Students who
lower than 50% 30% are considered
scored lower than
shall proceed with Deficit.
80% shall proceed
Task 3 (Word
with Task 2 (Phrase
Reading)
Reading).
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Grade 4:
Task 1: Paragraph
(15 content words)
Score: 11- below Score: 12-15
Proceed to: End of the Test
Task 2: Phrases ESTABLISHED
(15 content words)
Score: 7-below Score: 8-15
Proceed to: End of the Test
Task 3: Words EMERGING
(15 content words)
Task
Score: 5-15
End of the Test
COPING
Score: 0-4
End of the Test
DEFICIT
6
Grade 5:
Task 1: Paragraph
(20 content words)
Score: 15- below Score: 16-20
Proceed to: End of the Test
Task 2: Phrases ESTABLISHED
(15 content words)
Score: 7-below Score: 8-15
Proceed to: End of the Test
Task 3: Words EMERGING
(15 content words)
Task
Score: 5-15
End of the Test
COPING
Score: 0-4
End of the Test
DEFICIT
7
Grade 6:
Task 1: Paragraph
(25 content words)
Score: 19- below Score: 20-25
Proceed to: End of the Test
Task 2: Phrases ESTABLISHED
(15 content words)
Score: 7-below Score: 8-15
Proceed to: End of the Test
Task 3: Words EMERGING
(15 content words)
Task
Score: 5-15
End of the Test
COPING
Score: 0-4
End of the Test
DEFICIT
8
Grade 7:
Task 1: Paragraph
(30 content words)
Score: 23- below Score: 24-30
Proceed to: End of the Test
Task 2: Phrases ESTABLISHED
(25 content words)
Score: 12-below Score: 13-25
Proceed to: End of the Test
Task 3: Words EMERGING
(25 content words)
Task
Score: 8-25
End of the Test
COPING
Score: 0-7
End of the Test
DEFICIT
9
Grade 8:
Task 1: Paragraph
(40 content words)
Score: 31- below Score: 32-40
Proceed to: End of the Test
Task 2: Phrases ESTABLISHED
(25 content words)
Score: 12-below Score: 13-25
Proceed to: End of the Test
Task 3: Words EMERGING
(25 content words)
Task
Score: 8-25
End of the Test
COPING
Score: 0-7
End of the Test
DEFICIT
10
Grade 9:
Task 1: Paragraph
(45 content words)
Score: 23- below Score: 36-45
Proceed to: End of the Test
Task 2: Phrases ESTABLISHED
(25 content words)
Score: 12-below Score: 13-25
Proceed to: End of the Test
Task 3: Words EMERGING
(25 content words)
Task
Score: 8-25
End of the Test
COPING
Score: 0-7
End of the Test
DEFICIT
11
Grade 10:
Task 1: Paragraph
(50 content words)
Score: 39- below Score: 40-50
Proceed to: End of the Test
Task 2: Phrases ESTABLISHED
(25 content words)
Score: 12-below Score: 13-25
Proceed to: End of the Test
Task 3: Words EMERGING
(25 content words)
Task
Score: 8-25
End of the Test
COPING
Score: 0-7
End of the Test
DEFICIT
Grades 11 and 12:
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Grades 11 and 12:
Task 1: Paragraph
(60 content words)
Score: 47- below Score: 48-60
Proceed to: End of the Test
Task 2: Phrases ESTABLISHED
(25 content words)
Score: 12-below Score: 13-25
Proceed to: End of the Test
Task 3: Words EMERGING
(25 content words)
Task
Score: 8-25
End of the Test
COPING
Score: 0-7
End of the Test
DEFICIT
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IV. Observing Reading Behaviors
1. During oral reading, the teacher can also observe the behavior displayed by the
learner, which can assist in profiling their reading ability.
2. These are the levels of reading behavior, and their characteristics:
Level 1 – Reads word by word or lower
Level 2 – Reads words by chunks
Level 3 – Reads accurately but does not observe punctuation marks or
shows signs of hesitation
Level 4 – Reads with automaticity, accurateness and with proper expression
3. The level of reading behavior exhibited by the learner as they read should be
recorded by the teacher.
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RAPID LITERACY ASSESSMENT (RLA) SUMMARY RECORD SHEET
NOTE: This should be accomplished by the teacher who administered the
assessment. Please do not show this to the learners.
School: _______________________________ Division: _______________________________
Grade Level: __________________________ Section: _______________________________
Name of Teacher/Adviser: _____________________________________________________
Date of Assessment: __________________ Type of Assessment (BOSY or EOSY):
Total No. of Students Assessed: _________ _________________________
Male: ______________
Female: ____________
Average Time for Test Administration (Time started to Time Ended): ___________
SUMMARY RECORD (per class):
Instructions: After the learner’s name, check whether he/she is Established,
Emerging, Coping or Deficit, based on the scores in the RLA for both English and
Filipino. Check also if the learner’s reading behavior is Level 1 (reads word by word or
lower); Level 2 (reads words by chunks); Level 3 (reads accurately but does not
observe punctuation marks or shows signs of hesitation), or Level 4 (reads with
automaticity, accurately and with proper expression).
LEARNER’S ENGLISH FILIPINO Reading
NAME Behavior
Established Emerging Coping Deficit Established Emerging Coping Deficit
1 2 3 4
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SUMMARY:
RLA RESULTS:
READING ABILITY NUMBER OF
LEARNERS
Males Females
Established
Emerging
Coping
Deficit
Total:
READING BEHAVIOR:
LEVELS NUMBER OF
LEARNERS
Males Females
Total:
16
