Abstract
This study examined the implementation of the Academic Recovery and Accessible Learning Reading Program and the literacy performance of learners in the Sub-Congressional District 1 to establish a foundation for a proposed action plan. Despite the study conducted, there is limited locally based empirical evidence on its implementation and learners’ outcomes, since it was launched at the early stage of the school year 2025-2026 in all public elementary schools. This study specifically assessed the effectiveness of the ARAL-Reading program in terms of knowledge, strategies, resources, participation, and engagement among Key Stage 1 teachers. Further, it assessed the level of literacy of the learners. It utilized a descriptive-correlational survey research design; data were gathered across 5 districts with 108 Key Stage 1 teachers. The findings revealed that the majority of the teachers who implemented the Program were beginning teachers f=103. In terms of the school district, the largest proportion came from the Calape district f=32. Further, the ARAL-Reading Program was highly implemented, with an overall composite mean of 4.30 and a standard deviation of 0.63. In terms of literacy performance, the majority of the learners were classified as grade-level readers f=76. Also, it was found that there was no significant difference between the ARAL-Reading implementation and career stage p=.164 and ARAL-Reading implementation and school district assignment p=.723. However, the literacy performance of the learners showed a significant difference between school district p<.001. Overall, the Pearson product-moment correlation revealed no significant relationship between the ARAL-Reading implementation and literacy performance r=0.04, p=.687. Thus, it is recommended that school administrators provide professional development opportunities and promote collaboration among teachers through shared planning and professional learning communities to strengthen instructional consistency, teacher well-being, and program effectiveness.