Difficulties Encountered by Teachers in the Implementation of the Aral Reading Program of Elementary Schools in Villaverde

This qualitative descriptive study explores the struggles of eight elementary school teachers in Villaverde who implement the ARAL-Reading Program. Using Vygotsky’s Sociocultural Theory, the research reveals that while teachers embrace their roles as reading guides, they face heavy workloads, exhaustion, student absenteeism, limited time, material shortages, and mixed reading levels that make differentiation difficult. Although the program aims to improve literacy under national law, it relies too heavily on unpaid overtime and personal funds. The study recommends that the government and school leaders reduce paperwork, provide adequate supplies, and hire dedicated tutors to support teachers.

ARAL-Reading, Tutor-leader, reading difficulty, reading, intervention

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