The Essence of Academic Recovery and Accessible Learning (ARAL) Reading Tutors’ Experiences in Implementing Reading Intervention Programs: A Transcendental Phenomenological Study

This transcendental phenomenological study aimed to determine the lived experiences of ARAL Reading Tutors in reading intervention programs within the Philippine basic education. The participants of this study were the seven teachers who served as ARAL Reading Tutors from public schools in Davao Region. The participants were selected using a purposive sampling technique. The lived experiences of the participants were gathered through in-depth interviews and a focus group discussion for the shared experiences in the implementation of the program. Data were analyzed using Moustakas' (1994) transcendental phenomenological method through epoché, thematic clustering, and identification of significant statements from participants’ transcripts. The results revealed that the success of reading intervention programs is strongly anchored in teachers’ deep sense of professional responsibility and intrinsic motivation to support struggling readers. A complex interplay of challenges and adaptive practices within the intervention context shapes the instructional experiences of ARAL Reading Tutors. Tutors encountered significant difficulties arising from diverse learner reading levels, limited instructional time, and increased workload, all of which constrained the consistent and effective delivery of reading instruction. The essence of ARAL Reading Tutors’ experiences in the reading intervention program is characterized by a meaningful integration of professional growth and personal fulfillment. Based on the findings, the study recommends comprehensive orientation and training to tutors, exploring the perspectives of learners and school administrators on the program implementation, and focusing on sustainable program designs that balance instructional effectiveness and teacher well-being.