Enhancing Reading Performance through the ARAL Program's Targeted Reading Intervention
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| Title: | Enhancing Reading Performance through the ARAL Program's Targeted Reading Intervention |
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| Language: | English |
| Authors: | Jeramy E. Gorit |
| Source: | Online Submission. 2026. |
| Peer Reviewed: | N |
| Page Count: | 52 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 |
| Descriptors: | Intervention, Reading Programs, Reading Skills, Grade 5, Grade 6, Phonemic Awareness, Vocabulary Development, Reading Fluency, Reading Comprehension, Program Effectiveness, Foreign Countries, Reading Difficulties, Elementary School Students |
| Geographic Terms: | Philippines |
| Abstract: | This study, titled "Enhancing Reading Performance Through the ARAL Program's Targeted Reading Intervention," aimed to determine the effectiveness of the ARAL Program in improving the reading performance of struggling learners at Noa Elementary School Annex, Sitio kalingahon, Noa, Magpet, Cotabato. A quasi-experimental one-group pre-test-post-test design was employed with six (6) purposively selected learners, two from Grade 5 and four from Grade 6, identified as struggling readers based on their initial reading assessments. The teacher-made reading test served as the main research instrument and was validated by experts prior to implementation. The intervention consisted of structured reading sessions focusing on phonemic awareness, vocabulary development, reading fluency, and comprehension activities aligned with the Department of Education's ARAL Program and the Enhanced Basic Education Curriculum. Data were analyzed using descriptive statistics (mean, mean gain, and percentage score) and the Wilcoxon Signed-Rank Test to determine the significance of improvement between pre-test and post-test results. Findings revealed that learners' mean score increased from 10.5 (Satisfactory) in the pre-test to 17.5 (Very Satisfactory) in the post-test, with a mean gain of 7.0 points. The Wilcoxon Signed-Rank Test result of p = 0.031 (α = 0.05) indicated a significant difference between the pre-test and post-test scores, suggesting that the intervention had a substantial effect on learners' reading performance. The study concluded that the ARAL Program's Targeted Reading Intervention is an effective and innovative strategy for enhancing the reading skills of struggling learners. It is recommended that schools sustain and expand this program, provide teacher training on reading interventions, and involve parents in supporting learners' literacy development at home. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED680325 |
| Database: | ERIC |
| Abstract: | This study, titled "Enhancing Reading Performance Through the ARAL Program's Targeted Reading Intervention," aimed to determine the effectiveness of the ARAL Program in improving the reading performance of struggling learners at Noa Elementary School Annex, Sitio kalingahon, Noa, Magpet, Cotabato. A quasi-experimental one-group pre-test-post-test design was employed with six (6) purposively selected learners, two from Grade 5 and four from Grade 6, identified as struggling readers based on their initial reading assessments. The teacher-made reading test served as the main research instrument and was validated by experts prior to implementation. The intervention consisted of structured reading sessions focusing on phonemic awareness, vocabulary development, reading fluency, and comprehension activities aligned with the Department of Education's ARAL Program and the Enhanced Basic Education Curriculum. Data were analyzed using descriptive statistics (mean, mean gain, and percentage score) and the Wilcoxon Signed-Rank Test to determine the significance of improvement between pre-test and post-test results. Findings revealed that learners' mean score increased from 10.5 (Satisfactory) in the pre-test to 17.5 (Very Satisfactory) in the post-test, with a mean gain of 7.0 points. The Wilcoxon Signed-Rank Test result of p = 0.031 (α = 0.05) indicated a significant difference between the pre-test and post-test scores, suggesting that the intervention had a substantial effect on learners' reading performance. The study concluded that the ARAL Program's Targeted Reading Intervention is an effective and innovative strategy for enhancing the reading skills of struggling learners. It is recommended that schools sustain and expand this program, provide teacher training on reading interventions, and involve parents in supporting learners' literacy development at home. |
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