ARAL READING PROGRAM (MOSY) ASSESSMENT 

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KEY STAGES 2 AND 3 ARAL-READING IMPLEMENTATION GUIDELINES

1. These guidelines provide guidance on the implementation of ARAL-Reading for Key Stages 2 and 3.
   
   

2. ARAL-Reading in Key Stages 2 and 3 shall cover Grades 4 to 10 learners, including those returning or re-enrolling, who meet any of the following criteria:
   2.1. demonstrate reading proficiency below the minimum standard, as determined by the Philippine Informal Reading Inventory (Phil-IRI) results;
   2.2. struggling readers based on formative or summative assessments as identified by English or Filipino subject teachers; or
   2.3. reading two or more grade levels below expected levels based on the Individualized Reading Assessment (IRA) results.
   Note: Educational Service Contracting (ESC) learners from private schools may be accommodated in ARAL-Reading upon request, subject to the availability of slots (RA 12028).
   
   

3. ARAL-Reading for Key Stages 2 and 3 shall start in the second quarter of the school year or as soon as the school has met the readiness indicators for the Program, immediately after the BOSY assessments.
   
   

I. PROGRAM OBJECTIVES
4. The overall goal of ARAL-Reading for Key Stages 2 and 3 is to help learners achieve grade-level reading proficiency in English and Filipino. The program involves:
4.1. Capacity-building activities for teachers, tutors, school heads, and instructional supervisors;
4.2. Provision of appropriate teaching and learning materials for ARAL-Reading tutors and learners;
4.3. Engagement of the learner’s parents or guardians and the larger community;
4.4. Close monitoring and evaluation processes; and
4.5. Periodic reporting of school-level data to develop foundational reading skills and catch up with grade-level expectations.

II. PROGRAM COMPONENTS
5. To address the varied needs of Grades 4 to 10 learners in terms of reading levels, two components for ARAL-Reading are available:
5.1. ARAL-Reading Basic supports learners in Grades 4 to 10 who demonstrate significant gaps in foundational literacy skills, such as phonological awareness, alphabet knowledge, decoding, and basic fluency. Instruction in ARAL-Reading Basic for these learners needs to be explicit, intensive, and multisensory.
5.2. ARAL-Reading Plus is designed for learners in Grades 4 to 10 who are able to decode text but continue to struggle with fluency, vocabulary, and comprehension. These learners often read at frustration or low instructional levels. Instruction in ARAL-Reading Plus builds on learners’ decoding abilities through purposeful interaction with texts.
6. Both ARAL-Reading Basic and ARAL-Reading Plus are underpinned by reading sub-skills stipulated in the Revised K to 10 English Curriculum (Enclosure 3, Annex A).
7. Teaching-learning strategies in ARAL-Reading for Key Stages 2 and 3 are grounded on the Teaching at the Right Level (TaRL) approach to ensure that instruction is aligned with each learner’s actual reading ability rather than grade level. Five interrelated core practices are drawn from the TaRL approach:

m. DETERMINATION AND ASSESSMENT OF LEARNERS

Assessment Tools
8. At the beginning of the school year, all learners in Grades 4 to 10 shall undergo the Philippine Informal Reading Inventory (Phil-IRI), composed of two (2) parts: (1) the Group Screening Test (GST); and (2) the Individualized Reading Assessment (IRA). The GST serves as a quick screener to identify learners who may need additional support, while the IRA provides a deeper understanding of each learner’s reading fluency and comprehension skills.
9. Figure 2 illustrates the process of learner identification and referral flow using Phil-IRI and CRLA.
9.1. Learners who score 14 and 28 or higher in the Phil-IRI English GST, for Key Stages 2 and 3, respectively, are considered reading independently. These learners continue with regular classroom instruction, including accommodations and differentiated tasks.
9.2. Learners who score 13 and 27 or below in the Phil-IRI English GST, for Key Stages 2 and 3, respectively, shall proceed to take the IRA. Learners whose IRA results are two or more grade levels below their current grade level will be directed to ARAL-Reading Basic.
10. Learners referred to ARAL-Reading Basic may be further assessed using the Comprehensive Rapid Literacy Assessment (CRLA), if necessary (Enclosure 2, Section II, item 3 and 3.1).
11. The CRLA results will serve as the basis for the development of the learner’s Individualized Reading Intervention Plan (IRIP) to ensure targeted instructional interventions. See Table 1 for details.
12. Table 2 describes the CRLA reading profiles and sample instructional focus for learners who will be referred to ARAL-Reading Basic.
13. Learners who were not initially referred to ARAL-Reading after BOSY assessments but continue to exhibit difficulties in reading fluency and comprehension despite interventions may be endorsed to ARAL-Reading Plus following the MOSY assessment.
14. Learners who continue to struggle despite ARAL-Reading interventions shall be referred for necessary screening (DO 29, s. 2018; DM 50, s. 2025).

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