From Vision to Impact: Implementing the migration of reading practices in SDO Paranaque’s Local ARAL Program
1 Graduate School, University of Perpetual Help System-DALTA, Las Piñas City, the Philippines; Curriculum Implementation Division, Schools Division of Parañaque City, Department of Education, the Philippines.
2 Curriculum Implementation Division, Schools Division of Parañaque City, Department of Education, the Philippines.
3 Parañaque National High School-Main, Schools Division of Parañaque City, Department of Education, the Philippines.
Research Article
Open Access Research Journal of Multidisciplinary Studies, 2026, 11(01), 094-106.
Article DOI: 10.53022/oarjms.2026.11.1.0022
Publication history:
Received on 09 February 2026; revised on 16 March 2026; accepted on 18 March 2026
Abstract:
The study of reading and numeracy intervention has become an important aspect of reading and numeracy dosages. This Local ARAL PROGRAM was an interventional program for Grades 2 and 3 for literacy and numeracy. Two thousand seven hundred (2,700) elementary pupils took part in this study specifically targeting students in Key Stage 1 level (grades 2 and 3). Grade 1 was not included because their English subject will be taught in Grade 2. A total number of 1,350 pupils participated in literacy program, whereas the same number participated in numeracy program as well. Twenty-seven elementary schools were included in this study. Each school had four organized classes, composing of two classes per program type. Comprehensive Rapid Language Assessment (CRLA) and Rapid Mathematics Assessment (RMA) results were employed as baseline data as one of the criteria to qualify as recipients of the Local ARAL Program for foundational skills. Qualified teacher-tutors were identified. There would be 16 Saturdays to implement this interventional program. Particularly this started on August 30, 2025 and ended on December 13, 2025. A Google Drive was created to serve as progression window of the program. Nine hundred seventy-nine (979) pupils were identified as Low -Emerging Readers, the lowest reading level in literacy for CRLA and 724 pupils were identified as No Proficiency, the lowest level for numeracy. As the intervention program progresses, the migration progress of the pupils was evident every after the assessment provided. After the administration of five assessments 387 pupils migrated to Grade Level Ready for Literacy and 304 migrated to High Proficient for numeracy. Statistically, there was a 28.7% increment for literacy and 38.7% increment for numeracy after the implementation of a 16-week intervention program. Finally, it may be tentatively concluded that the intervention program demonstrated positive impact. Pedagogical implication and research directions were provided.
Keywords:
Intervention; Reading Dosage; Literacy; Numeracy; ARAL Program
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