Effectiveness of ARAL Reading Tutorials in Improving the Reading Fluency of Frustration-Level Learners

Abstract

Reading proficiency among Filipino learners continues to decline across grade levels, with many demonstrating decoding ability but limited fluency and comprehension. The ARAL Program was implemented to address learning loss through targeted tutoring; however, its effectiveness at Pusok Elementary School remained unvalidated. This study evaluated the program’s impact on the reading fluency of frustration-level learners. An embedded mixed-method design was employed. Thirty Grade 4–6 frustration-level learners participated in a four-week, fluency-focused intervention. Pretest and posttest data measured five fluency domains: pronunciation, completeness, verbatim fidelity, continuity, and self-correction. Ten tutors were interviewed regarding challenges and adaptive strategies. Quantitative analysis included descriptive statistics and comparative tests; qualitative findings were analyzed thematically. Before intervention, overall fluency was rated Not Observed (M = 1.58), with self-correction the weakest skill. Post-intervention performance improved to Moderately Observed (M = 3.26), with the greatest gains in word order accuracy; pronunciation improved the least. The mean difference of 1.68 was statistically significant (r = 0.89, p < 0.001). Tutors reported challenges with attention span, diverse abilities, and time constraints, and used differentiated activities, repeated reading, and motivation strategies to address them. The ARAL Reading Tutorials significantly enhanced fluency, confirming that structured, targeted practice builds accuracy and independence. Pronunciation requires extended focus. Sustained tutor dedication and institutional support are recommended to strengthen program outcomes.