Academic recovery and accessible learning reading modules: Its effectiveness in enhancing reading comprehension of learners

This study examined the effectiveness of the Program ARAL Reading Modules in enhancing the reading comprehension of Grades 4 to 6 learners across four domains: vocabulary, literal, inferential, and critical comprehension. Using a pre test and post test design, learners’ performance was measured and analyzed through weighted means, reading levels, and t tests of difference with corresponding effect sizes. Findings revealed that prior to the intervention, learners were generally at the Instructional level in vocabulary and literal comprehension, while inferential comprehension was at the Frustration level, indicating difficulty in higher order thinking tasks. After the implementation of the ARAL modules, significant improvements were observed, with more learners reaching the independent level, particularly in literal and critical comprehension. Statistical analysis showed notable differences in specific domains: Grade 6 in literal comprehension (p = 0.003), Grade 5 in inferential comprehension (p = 0.008), and Grade 4 in critical comprehension (p = 0.011). Although vocabulary gains were not statistically significant, moderate effect sizes indicated meaningful practical improvements. Overall, the results affirm that structured and guided reading instruction through ARAL modules contributes to both foundational and higher order comprehension skills. The intervention was most effective in strengthening literal, inferential, and critical comprehension, while vocabulary development requires sustained and targeted enrichment. The study supports national education policies emphasizing functional literacy, higher order thinking, and learning recovery, underscoring the importance of continuous implementation of evidence based reading interventions.