The ability to read is highly valued as it provides foundation for all other learning in school and eventually in workplace. Thus, it is important that a child be equipped with early literary skills to become proficient readers. The school plays a very crucial role in the development of foundational reading skills and in identifying at-risk students as well as in providing them immediate and intensive intervention. However, the identification and remediation of at-risk students remain to be one major concern in the Philippine public schools. The study aimed to determine the validity of Dual Discrepancy model in identifying students at risk
of reading difficulty in public schools through comparison with other identification procedures. It employed a multi-stage sampling technique involving Grade 2 students in one public school and used various standardized tests and measures. The study was able to establish the construct validity, relevance and utility, social consequential validity, and values implications of the DD model, providing some evidence of its applicability in Philippine public schools. Recommendations included implementation of progress monitoring through policy initiative by DepEd, putting in place efficient progress monitoring system in classroom, and conducting more research involving more schools, different grade levels, and other subject areas.