Implementation of Aral Reading Program for Basic Literacy Development of Learners: Reading Tutors Perspectives
DOI:
https://doi.org/10.65339/ijsis.V1.I3.181Keywords:
Academic Recovery and Accessible Learning (ARAL) Reading Program, Basic Literacy Development, Evidence-Based Reading Strategies, Foundational Reading Competencies, Learner Engagement, Literacy Instruction Strategies, Reading Fluency, Reading Tutors, Sustainable Development GoalsAbstract
This study examined the implementation of the Academic Recovery and Accessible Learning (ARAL) Reading Program for basic literacy development from the perspectives of reading tutors in Candijay District, Division of Bohol, during School Year 2026–2027. Anchored on Vygotsky’s Sociocultural Theory, Bandura’s Social Learning Theory, Piaget’s Theory of Cognitive Development, and Bruner’s Constructivist Theory, the study employed a descriptive-correlational quantitative research design. Total population sampling included 48 ARAL reading tutors from eight public elementary schools. Data were collected using a researcher-made, validated questionnaire and analyzed through descriptive statistics and Spearman Rank-Order Correlation. Results revealed consistent implementation of instructional delivery (4.61), learner engagement and reinforcement (4.59), and assessment and progress monitoring (4.66). Literacy competencies were consistently covered in foundational word recognition and decoding (4.70), reading fluency (4.71), and basic vocabulary and reading comprehension (4.74). Among 380 learners, 57.63% attained the Instructional Level, 30.00% reached the Independent Level, and 12.37% remained at the Frustration Level. Significant positive relationships were reported between literacy instruction strategies and competencies covered (ρ = 0.65–0.76, estimated p < 0.05). Major implementation challenges included insufficient financial resources, language barriers, limited parental involvement, irregular learner attendance, and demanding teaching responsibilities. The findings emphasize the importance of sustained literacy interventions, differentiated instruction, adequate instructional materials, continuous tutor development, and strengthened assessment practices. The study aligns with Sustainable Development Goals 4 (Quality Education), 10 (Reduced Inequalities), and 17 (Partnerships for the Goals) by supporting inclusive literacy education, equitable learning opportunities, and stakeholder collaboration. Its sustainability impact lies in informing institutional resource allocation, professional development, school–community partnerships, and evidence-based reading enrichment activities that may strengthen the long-term implementation of foundational literacy programs.
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