Exploring the Lived Experiences of Teachers and Learners in the Aral Reading Program: A Phenomenological Study

This study explored the lived experiences of teachers and learners in the implementation of the Academic Recovery and Accessible Learning (ARAL) Reading Program at Talabaan Elementary School. Anchored on Vygotsky’s Sociocultural Theory and Bandura’s Social Cognitive Theory, the research examined how instructional support, social interaction, and self-efficacy shape literacy development among struggling readers. A qualitative phenomenological research design was employed, utilizing semi-structure