The primary purpose of this research is to determine the relationship between the degree of the ARAL program implementation and the Key Stage 3 learners’ reading achievement. The study utilized a quantitative-correlational research design using a standardized questionnaire. The study’s locale was the secondary schools of Getafe 1 and 2 Districts, with 262 respondents. Complete confidentiality in the management and data disposal was adhered. The results revealed a significant positive relationship between the degree of ARAL Program implementation and learners’ reading achievement. The findings further revealed that the learners’ reading achievement improves as the ARAL program’s implementation level increases. Moreover, it also indicated that the effectiveness of the program improves when the schools are adequately prepared for its implementation across five key domains such as Learners’ Readiness, Tutors’ Readiness, School Environment Readiness, Parental Readiness, and Support System and Governance Readiness. These results highlight the critical role of comprehensive program adoption, teacher readiness, school environment preparedness, parents’ support and stakeholders’ engagement in improving learners’ reading skills.
ARAL program implementation, reading achievement, Getafe 1 and 2 Districts, quantitative correlational research design, key stage 3 learners.
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