Author

Jascille Mae U. Briones
Cebu Technological University-Main Campus
J. Cuenco Ave, Cor R. Palma Street, Cebu City, Cebu, Philippines
Email: henjaynesu@gmail.com

Abstract

The Academic Recovery and Accessible Learning (ARAL) Program, a DepEd initiative to address pandemic-related learning loss, provides targeted literacy and numeracy interventions for struggling learners. In response to post-pandemic learning loss and persistent foundational literacy gaps, this study evaluated the implementation and effectiveness of the Academic Recovery and Accessible Learning (ARAL) Program among Grade 3 non-readers in Pangamihan and Old Bucao Elementary Schools, Toledo City, Cebu. Using a convergent parallel mixed-method design, the research involved 42 learners and 35 teacher-tutors, combining quantitative reading assessments with qualitative data from structured questionnaires and focus group discussions. The quasi-experimental component measured learners’ reading proficiency before and after program participation, revealing marked improvements in decoding, phonemic awareness, and reading confidence, while fluency and comprehension remained areas for further support. Qualitative findings highlighted strong teacher agreement on ARAL’s impact, alongside challenges such as limited training, instructional resources, and monitoring tools. Grounded in Vygotsky’s Zone of Proximal Development and Adaptive Learning Theory, and aligned with DepEd Order No. 018, s. In 2025, the study proposed a school-based enhancement plan to strengthen ARAL delivery in rural contexts. These findings contribute to DepEd’s broader learning recovery efforts by offering evidence-based recommendations for improving early-grade reading interventions in disadvantaged communities.

Keywords: ARAL Program implementation, reading proficiency, Grade 3 Non-Readers, phonemic awareness, decoding, reading confidence, fluency, comprehension, teacher perceptions, instructional barriers, monitoring and evaluation, mixed-method research design, quasi-experimental methodology, focus group discussion, enhancement plan, Cebu Technological University

DOI: http://doi.org/10.69651/PIJHSS0501789

Recommended citation:
Briones, J. M. U. (2026). Addressing reading gaps through ARAL Program implementation. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8779-8788. http://doi.org/10.69651/PIJHSS0501789

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