STUDENTS’ ASSESSMENT RESULTS NAME:
PRE -TEST SCORES SCORES ABILITY GROUP POST-TEST SCORES ABILITY GROUP
LRP Pre-test/ EGRA Start of LRP/ CRLA LRP Post-Test/ EGRA End of LRP/ CRLA
TASKS VALIDATION TASKS
(Eosy) EoSY BoSY BoSY
LETTER NAME KNOWLEDGE LETTER NAME KNOWLEDGE
LETTER SOUND KNOWLEDGE LETTER SOUND KNOWLEDGE
PHONEMIC AWARENESS -INITIAL PHONEMIC AWARENESS -
SOUND IDENTIFICATION INITIAL SOUND IDENTIFICATION
PHONEMIC AWARENESS- PHONEME PHONEMIC AWARENESS-
SEGMENTATION PHONEME SEGMENTATION
FAMILIAR WORD READING FAMILIAR WORD READING
INVENTED WORD READING/ SIMPLE INVENTED WORD READING/
NON-WORD DECODING SIMPLE NON-WORD DECODING
ORAL READING FLUENCY/PASSAGE ORAL READING
READING FLUENCY/PASSAGE READING
READING COMPREHENSION READING COMPREHENSION
LISTENING COMPREHENSION LISTENING COMPREHENSION
To input, simply select the downward arrow button and choose the appropriate reading profile for each learner by clicking the provided options.
Scroll down to check the summary. Kindly provide the number of enrolled students and the number of learners who underwent assessment.
ABILITY GROUP COMPARISONS
CRLA MOTHER TONGUE
NAME OF STUDENTS
IMPROVEMENT (+) or
PRE-TEST (CRLA EoSY) POST-TEST (CRLA BoSY) DECLINE (-) IN ABILITY
GROUP (CRLA)?
AMPOAN, KHIAN BARRAQUIAS Light Intervention Meets Expectations Improvement
ANQUILO, RONIE CANO Light Intervention Meets Expectations Improvement
DOMINGO, PRINCE CAAJ CABER Full Intervention Moderate Intervention Improvement
GUERRERO, WILVER BOTE Moderate Intervention Light Intervention Improvement
IGLOSO, JONARD ANSALE Moderate Intervention Light Intervention Improvement
LACNO, DODIE BOY ROMA Full Intervention Moderate Intervention Improvement
LACNO, EUSEBIO JR GONZAGA Full Intervention Moderate Intervention Improvement
LORESTO, JERWIN CEDRIC BOTE Full Intervention Moderate Intervention Improvement
ORCALES, FRANCIS TABIANAN Full Intervention Moderate Intervention Improvement
ORCALES, JOHN CARLO VILLARIN Full Intervention Moderate Intervention Improvement
ORCALES, JONAS ROMA Moderate Intervention Light Intervention Improvement
ORCALES, RYAN ALEXANDER NULLA Full Intervention Moderate Intervention Improvement
PANZO, XIAN FLORES Moderate Intervention Light Intervention Improvement
PEDRAZA, IGNACIO JR HOBAYAN Moderate Intervention Light Intervention Improvement
ARDANIEL, JENNY MANAHON Full Intervention Moderate Intervention Improvement
BOTE, JEWEL ROSE VILLAR Light Intervention Meets Expectations Improvement
CANO, ROSE ANN VILLARIN Light Intervention Meets Expectations Improvement
LABARDA, DIMPLE RAINE VILLARIN Light Intervention Meets Expectations Improvement
LACNO, JELLIAN JOY ALIMANGO Full Intervention Moderate Intervention Improvement
LAMORIN, JAZZZMAINE SHANE AŇASCO Moderate Intervention Light Intervention Improvement
MAGBANUA, ALEXANDRA MAE ACOL Moderate Intervention Light Intervention Improvement
ORCALES, MAE CLOTARIO Moderate Intervention Light Intervention Improvement
VELARDO, ALIA MIRA DE LIMA Moderate Intervention Light Intervention Improvement
VILLARIN, MARIANA NULLA Moderate Intervention Light Intervention Improvement
PRE-TEST (CRLA EoSY) MOTHER TON
TOTAL ENROLMENT: Non Reader Full Intervention Moderate Intervention
0 9 10
TOTAL ASSESSED: POST-TEST (CRLA BoSY) MOTHER TO
Non Reader Full Intervention Moderate Intervention
0 0 9
EGRA PROFILE (START OF LRP) MOTHER TONGUE
Non Reader Emergent Transitional
0 10 14
EGRA PROFILE (END OF LRP) MOTHER TONGUE
Non Reader Emergent Transitional
0 0 10
e provided options.
nt assessment.
EGRA COMPARISONS ABILITY GROUP
EGRA MOTHER TONGUE CRLA
EGRA PROFILE (START OF EGRA PROFILE (END OF INCREASE (+) or DECREASE
PRE-TEST (CRLA EoSY)
LRP) LRP) (-) In EGRA PROFILE
Transitional Independent Increase Light Intervention
Transitional Independent Increase Light Intervention
Emergent Transitional Increase Full Intervention
Transitional Independent Increase Moderate Intervention
Transitional Independent Increase Moderate Intervention
Emergent Transitional Increase Full Intervention
Emergent Transitional Increase Full Intervention
Emergent Transitional Increase Full Intervention
Emergent Transitional Increase Full Intervention
Emergent Transitional Increase Full Intervention
Transitional Independent Increase Moderate Intervention
Emergent Transitional Increase Full Intervention
Transitional Independent Increase Moderate Intervention
Transitional Independent Increase Moderate Intervention
Emergent Transitional Increase Full Intervention
Transitional Independent Increase Light Intervention
Transitional Independent Increase Light Intervention
Transitional Independent Increase Light Intervention
Emergent Transitional Increase Full Intervention
Transitional Independent Increase Moderate Intervention
Transitional Independent Increase Moderate Intervention
Transitional Independent Increase Full Intervention
Transitional Independent Increase Moderate Intervention
Emergent Transitional Increase Full Intervention
IMPROVEMENT (+) or DECLINE (-) IN ABILITY
CRLA EoSY) MOTHER TONGUE
GROUP (CRLA)?
Light Intervention Meets Expectations Improvement Decline Non Reader
5 0 24 0 0
(CRLA BoSY) MOTHER TONGUE
Light Intervention Meets Expectations Non Reader
10 5 0
INCREASE (+) or DECREASE (-) In EGRA
NGUE EGR
PROFILE
Independent Increase Decrease Non Reader
0 24 0 0
NGUE EG
Independent Non Reader
14 0
ABILITY GROUP COMPARISONS EGRA
CRLA FILIPINO EGRA FILIPINO
IMPROVEMENT (+) or
EGRA PROFILE (START OF EGRA PROFILE (END OF
POST-TEST (CRLA BoSY) DECLINE (-) IN ABILITY
LRP) LRP)
GROUP (CRLA)?
Meets Expectations Improvement Transitional Independent
Meets Expectations Improvement Transitional Independent
Moderate Intervention Improvement Emergent Transitional
Light Intervention Improvement Transitional Independent
Light Intervention Improvement Emergent Transitional
Moderate Intervention Improvement Emergent Transitional
Moderate Intervention Improvement Emergent Transitional
Moderate Intervention Improvement Emergent Transitional
Moderate Intervention Improvement Emergent Transitional
Moderate Intervention Improvement Emergent Transitional
Light Intervention Improvement Transitional Independent
Moderate Intervention Improvement Emergent Transitional
Light Intervention Improvement Transitional Independent
Light Intervention Improvement Transitional Independent
Moderate Intervention Improvement Emergent Transitional
Meets Expectations Improvement Transitional Independent
Meets Expectations Improvement Transitional Independent
Meets Expectations Improvement Transitional Independent
Moderate Intervention Improvement Emergent Transitional
Light Intervention Improvement Emergent Transitional
Light Intervention Improvement Emergent Transitional
Moderate Intervention Improvement Emergent Transitional
Light Intervention Improvement Emergent Transitional
Moderate Intervention Improvement Emergent Transitional
PRE-TEST (CRLA EoSY) FILIPINO
Full Intervention Moderate Intervention Light Intervention Meets Expectations
11 8 5 0
POST-TEST (CRLA BoSY) FILIPINO
Full Intervention Moderate Intervention Light Intervention Meets Expectations
0 11 8 5
EGRA PROFILE (START OF LRP) FILIPINO
Emergent Transitional Independent
15 9 0
EGRA PROFILE (END OF LRP) FILIPINO
Emergent Transitional Independent
0 15 9
COMPARISONS ABILITY GROUP COMPARISONS
NO LRP ENGLISH ASSESSMENT TOOL
IMPROVEMENT (+) or
INCREASE (+) or DECREASE
PRE-TEST (CRLA EoSY) POST-TEST (CRLA BoSY) DECLINE (-) IN ABILITY
(-) In EGRA PROFILE
GROUP (CRLA)?
Increase Moderate Intervention Light Intervention Improvement
Increase Light Intervention Meets Expectations Improvement
Increase Full Intervention Moderate Intervention Improvement
Increase Moderate Intervention Light Intervention Improvement
Increase Moderate Intervention Light Intervention Improvement
Increase Moderate Intervention Moderate Intervention Improvement
Increase Full Intervention Moderate Intervention Improvement
Increase Full Intervention Moderate Intervention Improvement
Increase Full Intervention Moderate Intervention Improvement
Increase Full Intervention Moderate Intervention Improvement
Increase Full Intervention Light Intervention Improvement
Increase Moderate Intervention Moderate Intervention Improvement
Increase Full Intervention Light Intervention Improvement
Increase Moderate Intervention Light Intervention Improvement
Increase Moderate Intervention Moderate Intervention Improvement
Increase Full Intervention Meets Expectations Improvement
Increase Light Intervention Meets Expectations Improvement
Increase Light Intervention Meets Expectations Improvement
Increase Light Intervention Moderate Intervention Improvement
Increase Full Intervention Light Intervention Improvement
Increase Moderate Intervention Light Intervention Improvement
Increase Moderate Intervention Moderate Intervention Improvement
Increase Full Intervention Light Intervention Improvement
Increase Moderate Intervention Moderate Intervention Improvement
IMPROVEMENT (+) or DECLINE (-) IN ABILITY
PRE-TEST LRP ENGLISH ASSESSM
GROUP (CRLA)?
Improvement Decline Non Reader Full Intervention Moderate Intervention
24 0 0 10 10
POST-TEST LRP ENGLISH ASSESSM
Non Reader Full Intervention Moderate Intervention
0 0 11
INCREASE (+) or DECREASE (-) In EGRA
PROFILE
Increase Decrease
24 0
IMPROVEMENT (+) or
RP ENGLISH ASSESSMENT TOOL DECLINE (-) IN ABILITY
Light Intervention Meets Expectations GROUP (CRLA)?
Improvement Decline
4 0 24 0
RP ENGLISH ASSESSMENT TOOL
Light Intervention Meets Expectations
9 4
PRE-TEST (CRLA EoSY) MOTHER TONGU
Grade and Section
Full Moderate
Non Reader
Intervention Intervention
0 9 10
TOTAL 0 9 10
Total: 24
TOTAL ENROLMENT:
0
TOTAL ASSESSED:
0
The data provided here is generated automatically, so refrain from altering the content in this sheet. This s
will be submtted to your school's reading coordinator for consolidation purposes.
ABILITY GROUP
CRLA EoSY) MOTHER TONGUE POST-TEST (CRLA BoSY) MOTHER TONGUE
Light Meets Full Moderate Light
Non Reader
Intervention Expectations Intervention Intervention Intervention
5 0 0 0 9 10
5 0 0 0 9 10
Total: 24
he content in this sheet. This summary
onsolidation purposes.
COMPARISONS
IMPROVEMENT (+) or DECLINE (-)
OTHER TONGUE EGRA PROFILE (START OF LRP) MOTHER TONGUE
IN ABILITY GROUP (CRLA)?
Meets
Improvement Decline Non Reader Emergent Transitional
Expectations
5 24 0 0 10 14
5 24 0 0 10 14
Total: 24 Total: 24
EGRA
P) MOTHER TONGUE EGRA PROFILE (END OF LRP) MOTHER TONGUE
Independent Non Reader Emergent Transitional Independent
0 0 0 10 14
0 0 0 10 14
Total: 24
COMPARISONS AB
INCREASE (+) or DECREASE (-) In
PRE-TEST LRP ENGLISH ASSESSMENT TOOL
EGRA PROFILE
Full Moderate
Increase Decrease Non Reader
Intervention Intervention
24 0 0 10 10
24 0 0 10 10
Total: 24 Total:
ABILITY GROUP
RP ENGLISH ASSESSMENT TOOL POST-TEST LRP ENGLISH ASSESSMENT TOOL
Light Meets Full Moderate Light
Non Reader
Intervention Expectations Intervention Intervention Intervention
4 0 0 0 11 9
4 0 0 0 11 9
24 Total: 24
COMPARISONS
IMPROVEMENT (+) or
SSESSMENT TOOL DECLINE (-) IN ABILITY
GROUP (CRLA)?
Meets
Improvement Decline
Expectations
4 24 0
4 24 0
Total: 24
