READINESS AND CHALLENGES OF TEACHERS AND LEARNERS ON ARAL READING PROGRAM IMPLEMENTATION

The ARAL Reading Program (Academic Recovery and Accessible Learning), implemented under DepEd Order No. 18, s. 2025, aims to improve learners’ reading proficiency in response to low PISA literacy performance by providing structured, learner-centered remediation. This study examined the readiness and challenges of teachers and learners in the ARAL Reading Program at Aparri East National High School for SY 2025–2026 using a sequential explanatory mixed-method design involving five teachers and 61 learners, supported by FGDs, interviews, and observations. Findings revealed that teachers are highly ready in content knowledge, pedagogy, and ICT skills, while learners are somewhat ready in phonemic awareness, phonics, fluency, comprehension, motivation, and digital skills. Both groups experienced challenges such as inappropriate reading materials, low engagement, behavioral issues, limited parental support, and time constraints. Teachers additionally reported heavy workload and readiness gaps. These findings highlight the need for differentiated instruction, scaffolded remediation, engaging strategies, and stronger institutional and parental support systems.