ABSTRACT
This study was conducted to explore the experiences of Academic Recovery and Accessible Learning (ARAL) Reading Teachers in teaching reading to identified struggling learners, with the aim of providing a basis for policy recommendations for Igbaras Central Elementary School in the District of Igbaras during the 2025-2026 school year. The research employed a descriptive method using in-depth interviews. The study involved ten selected participants, with the ARAL Reading Teachers representing a diverse group in terms of age, qualifications, and employment status, offering a mix of experience and preparation to effectively support struggling learners. The findings revealed that the ARAL Reading Teachers' experiences in teaching struggling learners included deep emotional investment, pedagogical adaptation, evolving teacher identity, and ongoing challenges. The strategies used by the ARAL Reading Teachers to support struggling learners included differentiated instruction, embedding reading support in classroom discussions, small-group scaffolding, and peer-assisted learning.
Keywords: Experiences, ARAL Reading Teacher, Struggling Readers, Policy Recommendation
INTRODUCTION
Background of the study
Reading proficiency is a fundamental cornerstone of academic success and lifelong learning. It is through reading that learners gain access to knowledge, develop critical thinking, and build communication skills necessary for success across all subject areas. However, despite the recognized importance of reading, many elementary learners continue to struggle with basic literacy skills, such as decoding, fluency, and comprehension (Capin et al., 2022). These struggling readers require targeted and systematic instruction that addresses their individual learning gaps through explicit and evidence-based reading strategies (Main, 2023).
To respond to the growing issue of learning loss and reading difficulties—especially in the aftermath of the COVID-19 pandemic- the Department of Education (DepED) in the Philippines launched Academic Recovery and Accessible Learning (ARAL) Program.
The ARAL-Reading component specifically aims to support identified struggling readers by providing intensive remediation sessions facilitated by teachers or tutors (DepEd, 2025). However, due to teacher shortages and limited manpower, many of those assigned as an Academic Recovery and Accessible Learning (ARAL) Reading Teachers are non–Language or non–English majors, whose fields of specialization differ from literacy instruction. This misalignment between teachers’ area of expertise and their assigned tasks poses unique instructional, emotional, and professional challenges.
Recent studies have shown that teachers who are tasked to teach subjects outside their specialization often experience feelings of inadequacy, low self-efficacy, and anxiety about instructional effectiveness (Villanueva, 2023). These teachers may lack the pedagogical content knowledge and reading intervention strategies required to effectively support struggling learners (Swaby-Bell, 2024). As a result, they must rely on self-directed learning, peer collaboration, and trial-and-error approaches to deliver reading lessons. In the Philippine context, this issue is compounded by large class sizes, limited access to reading materials, and minimal professional development opportunities (Astle, 2024).
Moreover, the demands of the ARAL program—such as learner diagnosis, progress monitoring, and remediation documentation—add to the workload of teachers whose primary specialization may be in other disciplines. Despite these challenges, many teachers demonstrate remarkable adaptability and resilience, developing creative strategies to help learners improve their reading skills.
However, while numerous studies have explored reading difficulties and intervention strategies, few have specifically examined the lived experiences of Academic Recovery and Accessible Learning (ARAL) Reading Teachers who teach reading to struggling learners outside their area of specialization. Understanding their perspectives is vital to identify the support they need, such as targeted training, mentoring, and instructional resources.
The researcher observed that some of the teachers face a lot of challenges like how to teach reading, reading intervention strategies to be used, limited access to reading materials and lack of trainings. Other teachers experience the feelings of inadequacy, low self-efficacy, and anxiety about instructional effectiveness.
This study sought to explore the experiences of Academic Recovery and Accessible Learning (ARAL) Reading teachers in teaching reading to identified struggling learners when their teaching assignment is not aligned with their field of specialization. By giving voice to these teachers, the research aims to illuminate the realities they face, the strategies they employ, and the support systems necessary for effective reading instruction.
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