Authors : Ruby D. Gimpao; Manuel V. Estera

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/3eem8f2e

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DOI : https://doi.org/10.38124/ijisrt/26mar982

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigated the instructional applications of reading assessment tools and their impact on grade 4 learners’ literacy skills specifically in Juban District Grade 4 teachers. The research aims to identify the types of reading assessment tools used in Grade 4, analyze how teachers utilize the results of reading assessments, determining the impact of the data-driven instruction and the factors that hinder teacher optimum utilizing reading assessment tools. Using qualitative and quantitative study the data were collected through administering questionnaire and checklist to evaluate the learners’ reading abilities. This study examined the reading assessment tools utilized by Grade 4 teachers and their applications in literacy instruction. Findings revealed that the Philippine Informal Reading Inventory (Phil-IRI) had a frequency of 22 or 100% 22 of teacher respondents. Teacher-made reading assessment tools and online-sourced instruments were equally used, each with a frequency of 16 or 73%, while the Classroom Reading Literacy Assessment (CRLA) was applied by 12 or 55% of respondents. Teachers employed assessment results to identify learners’ gaps in comprehension, monitor reading fluency, analyze learners’ literacy strengths and weaknesses, modify tasks for differentiated instruction, group learners by proficiency, and adjust instructional pacing. The assessment on data-driven instruction highlighted improvements in pupils’ reading fluency and vocabulary development had a frequency 18, and rank 1.5, followed by increased motivation and engagement, and improved reading profiles with a frequency 17, rank 3.5. Least noted were active participation and manifested interest in reading with a frequency of 14, rank 5.5. Factors that hinder teachers from utilizing reading assessment tools included pupils’ behavior issues with a frequency 20 and rank 1, followed by lack of parental support with a frequency 18, and rank 2, excessive preparation demands on the part of the teachers had a frequency 13, rank 3, and limited resources frequency 9, rank 4. To address these challenges, a school-based literacy intervention program was proposed, comprising Data-Driven Reading Groups, Individualized Reading Action Plans (IRAP), Assessment-Informed Mini-Lesson Integration, and Feedback-Driven Reading Journals. The research concludes that utilizing instructional applications of reading assessment tools is a highly effective tool in strengthening literacy outcomes among grade 4 learners. It suggests sustaining the quality assessment in reading literacy for educational growth, training of teachers for effective utilizing of reading materials and monitoring to secure the long -term viability and support the program of DepEd ensuring that learners develop proficient literacy skills that are essential for learning and lifelong success.

Keywords : Reading Assessment Tools, Literacy Skills, Instructional Strategies, Grade 4 Learners.

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