ARAL Based Reading Recovery for Foundational Literacy Acceleration

Abstract

This study investigated the contribution of ARAL-based reading recovery to foundational literacy acceleration among struggling elementary readers in Baggao, Cagayan. A prospective longitudinal intervention-response design was employed involving 28 elementary teachers and 56 struggling readers receiving structured reading intervention. Learner performance was assessed across baseline, early intervention, endline, and maintenance periods, while teacher implementation responsiveness was measured in terms of diagnostic alignment, targeted instruction, foundational skills support, progress monitoring, and instructional adjustment. Bayesian hierarchical growth modeling was used to estimate literacy trajectories and determine whether teacher responsiveness influenced the rate of learner improvement. Results showed substantial gains in overall foundational literacy, with the strongest progress observed in phonological processing and decoding and word recognition. Oral reading fluency and comprehension also improved, although comprehension registered the smallest gain. Teacher implementation responsiveness positively influenced both literacy outcomes and the rate of growth, with learners exposed to higher instructional responsiveness demonstrating greater improvement. A slight decline during the maintenance phase indicated that some gains weakened when intervention intensity decreased. The findings suggest that ARAL-based reading recovery can accelerate foundational literacy when instruction is responsive, closely monitored, and sustained. Continued follow-up sessions, stronger comprehension support, and systematic progress monitoring are recommended to consolidate gains and reduce the risk of reading regression.