Advanced International Journal for Research

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Volume 7 Issue 3
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Effects of Aral Program in Enhancing the Reading Performance of Struggling Learners of Bataraza Central School in Palawan

Author(s) Ms. Amina Alba Buahe
Country Philippines
Abstract This study determined the effects of the Academic Recovery and Accessible Learning (ARAL) Program in enhancing the reading performance of struggling Grade IV learners at Bataraza Central School. Specifically, it assessed the learners’ reading performance before and after the implementation of the ARAL intervention in terms of word recognition, fluency, and reading comprehension, and determined whether a significant difference existed between the pretest and posttest results. The study employed a mixed-method research design, utilizing a quantitative pretest-posttest approach supported by qualitative observations. Fifteen struggling readers identified through the Philippine Informal Reading Inventory (Phil-IRI) and Comprehensive Rapid Literacy Assessment (CRLA) served as respondents. Data were gathered using standardized Phil-IRI assessment tools and were analyzed using frequency, percentage, mean, and paired samples t-test. Findings revealed that prior to the intervention, all learners were at the frustration level in word recognition, fluency, and reading comprehension. After the 60-hour ARAL intervention, most learners achieved the independent reading level across all reading components. Statistical analysis showed significant improvements in comprehension, fluency, and word recognition (p < 0.001). The findings indicate that the ARAL Program effectively enhanced the reading performance of struggling learners and may serve as an effective intervention for improving foundational literacy skills among elementary pupils.
Keywords Academic Recovery and Accessible Learning (ARAL) Program, reading performance, word recognition, reading fluency, reading comprehension, struggling learners, Grade IV pupils, Phil-IRI.
Field Sociology > Education
Published In Volume 7, Issue 3, May-June 2026
Published On 2026-06-13
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E-ISSN 3048-7641
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