Abstract
This study explored the experiences and challenges of Senior High School English teachers in implementing Rapid Literacy Assessment at Aroroy National High School. Specifically, it aimed to determine how teachers experienced the implementation of RLA, identify the challenges they encountered, and propose an action plan to improve its implementation. The study employed a qualitative phenomenological research design. Seven Senior High School English teachers who were directly involved in RLA implementation served as participants and were selected through total enumeration sampling. Data were gathered through semi-structured interviews and field notes and analyzed using thematic analysis. Findings revealed that teachers viewed RLA as a useful diagnostic tool for identifying learners’ actual literacy levels and reading needs. Teachers also integrated RLA into regular English classes through reading activities, formative assessments, spelling exercises, and collaborative reading tasks because there was no separate schedule allotted for its implementation. However, the teachers encountered several challenges, including lack of training, limited time, large class sizes, student reluctance, and the absence of a structured intervention program after assessment. Despite these challenges, teachers showed adaptability and resourcefulness in using RLA to support learners’ literacy development. The study suggests that RLA may help improve classroom-based literacy assessment practices when supported by proper teacher training, protected assessment time, standardized materials, and a structured school-based literacy intervention program. Based on the findings, an action plan was proposed to strengthen teachers’ skills in RLA administration, data interpretation, classroom integration, intervention planning, and learner progress monitoring.