Academic Recovery and Accessible Learning: Teachers' Experiences in the Implementation

Abstract

This study explored teachers' experiences in implementing Reading Recovery through the Academic Recovery and Accessible Learning (ARAL) Program at Panalsalan Integrated School, Plaridel, Misamis Occidental, during School Year 2025-2026. Using a qualitative design, data were gathered from twelve purposively selected teacher-participants through semi-structured interviews and analyzed thematically. Findings showed that teachers observed improvements in learners' reading skills, confidence, participation, and movement from non-reader or frustration levels toward instructional and, in some cases, independent reading. Teachers used phonics-based instruction, differentiated and individualized teaching, guided and repeated reading, interactive learning materials, and assessment-guided progress monitoring. Implementation was constrained by limited intervention time, workload and role overload, insufficient instructional resources, learner absenteeism and low motivation, hunger and low reading readiness, and limited parental or home reinforcement. The study concludes that reading recovery under ARAL can provide meaningful support to struggling readers when evidence-based instruction is matched with adequate time, resources, teacher support, and active school-family collaboration.