International Journal of Research and Review

Vol. 10; Issue: 7; July 2023

Website: www.ijrrjournal.com
Research Paper E-ISSN: 2349-9788; P-ISSN: 2454-2237

Assessment of Reading Comprehension Skills of

Senior High School ALS Learners: Basis for School
Reading Progress Program
Donnel Jay E. Tambis1, Danilo V. Panis Jr.2, Kyle Vincent D. Mocorro3,
Mareil M. Gozon4, Jason B. Diadula5
1
Senior High School Research Coordinator, Biliran National Agricultural High School, Biliran, Biliran
Philippines
2
Senior High School Students, Biliran National Agricultural High School, Biliran, Biliran Philippines

Corresponding Author: Donnel Jay E. Tambis

DOI: https://doi.org/10.52403/ijrr.20230708

ABSTRACT In addition, it can be noted from the survey

questionnaire that there were barriers to reading
The general purpose of this study was to assess comprehension among the ALS learners, and the
the reading comprehension skills of the Biliran following were identified: Reading habit factor,
National Agricultural High School Senior High Reading Strategies Factor, Psychological
School Alternative Learning System (ALS) factors, Cultural background barriers, Reading
learners, specifically Grade 11. This study interest factor, Discourse barriers, Grammar
utilized a descriptive research design and barriers, and Vocabulary barriers, respectively.
employed purposive sampling to gather 40 Considering these findings, this study
respondents. recommends utilizing the intervention scheme to
In assessing the word reading level and improve the school reading program.
comprehension level of the ALS Learners, the
Philippine-Informal Reading Inventory (Phil- Keywords: Alternative Learning System
IRI) Manual Tool was the foundation for this Learners, Reading Comprehension Skills
investigation, provided by the Department of
Education. Furthermore, after the assessment of INTRODUCTION
reading level and comprehension level, a Philippine Education System: Non-Formal
follow-up survey questionnaire adapted from and Informal Education, UNESCO, calls the
Tong and Ming-hao (2017) was distributed
Alternative Learning System the "other leg"
among the respondents to identify the barrier
of education. It targets struggling students
factors to their reading comprehension
difficulty. of any age or gender. ALS employs life
As revealed by the study, the majority of skills, reflective, and 4As adult learning
respondents were male and were 19 years old. approaches to accommodate individual
Furthermore, it is evident that variances in learning. It also uses the mother
‘mispronunciation’ was the most common tongue, disability modes, and educational
miscue committed by the ALS Learners. technologies to suit each learner. The
Meanwhile, 85% of the respondents were under Philippine government's Alternative
the frustration level, and the rest belong to the Learning System (ALS) fulfills its
instructional level, thus construed to signify international commitments to provide
extensive remediation, teacher guided
quality education to all Filipino students
instruction for learners under the frustration
level, and teacher-directed instruction for the
who were unable to attend or complete
instructional level. traditional schools (UNICEF, 2022).

International Journal of Research and Review (ijrrjournal.com) 41

Volume 10; Issue: 7; July 2023
Donnel Jay E. Tambis et.al. Assessment of reading comprehension skills of senior high school ALS learners:
basis for school reading progress program

According to Executive Order 365, Section addition, it implies an intervention scheme

2004, ALS is a community-based learning to be made based on the difficulties found.
system comparable to formal primary The purpose of this study was to assess the
education. It comprises three significant reading comprehension skills of the Biliran
programs: BLP is the Basic Literacy National Agricultural High School Senior
Program. A&E stands for Accreditation and High School Alternative Learning System
Equivalency. Education and Skill (ALS) Graduate to improve the school's
Development (ESD) Meanwhile, BLP's reading progress program.
primary objective is to eradicate illiteracy,
whereas A&E is intended to grant diplomas OBJECTIVES OF THE STUDY
commensurate with elementary or The overarching purpose of this study was
secondary grade levels. to assess the reading comprehension skills
Eventually, it is evident in the study of of the Biliran National Agricultural High
Labarrete (2019), after assessing the four School-Senior High School Alternative
reading dimensions, ALS students Learning System (ALS) Learners.
performed poorly in the inferential, Thus, specifically sought to answer the
evaluative, and creative dimensions. This following specific objectives:
suggests that educators should reconsider 1. To determine the demographic profile of
their pedagogical practices regarding the the participants in terms of:
teaching of reading as a macrolanguage 1.1 Name (optional)
skill, particularly in areas where their 1.2 Gender
students require instructional-related 1.3 Age
interventions. 1.4 Grade and Section
This was also the case in the study by
Romoroza (2019), where reading 2. To assess the reading comprehension
comprehension was one of the difficulties skills of ALS Learners in terms of:
encountered in reading the passages. It was 2.1 Types of miscues committed:
further specified that learners struggled to 2.1.1 Mispronunciation
determine the central idea of a passage, 2.1.2 Omission
resulting in poor reading comprehension. 2.1.3 Substitution
This national concern benefits the local 2.1.4 Insertion
level. In the case of the ALS implementer in 2.1.5 Repetition
Barugo, Leyte concurred with her bureau 2.1.6 Reversal
chief's observation. While her findings were 2.2 Comprehension Level
comprehensive, she attributed the threat to 2.3 Word Reading Level
the clientele's reading ability, which could
have hindered their performance on the test. 3. To identify the causes of reading barriers
She supported these assertions with of the ALS Learners.
numerical evaluations from the Certificate
of Rating (COR) (News Article, 2018). 4. To create an improvement plan of the
Consequently, in the study conducted by school reading progress program.
Maramag (2022), it was revealed that Senior
High School ALS Learners have poor word LITERATURE REVIEW
recognition due to mispronunciation and This part covers the study's foundations,
repetition of words and phrases. Thus, this including the sources that justified it and
concludes that the development of oral guided the procedure.
reading skills is challenging for ALS The Philippine government's Alternative
learners, as evidenced by their reading Learning System (ALS) fulfills its
difficulties, and reading behaviors. In international obligations to provide quality
education to all Filipino learners who are

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Volume 10; Issue: 7; July 2023
Donnel Jay E. Tambis et.al. Assessment of reading comprehension skills of senior high school ALS learners:
basis for school reading progress program

unable to attend or complete traditional which increases student engagement and

schools. It is said to be true that ALS comprehension (Oczkus, 2003).
graduates in Senior High School have In addition, it is crucial to teach the
difficulty comprehending text, according to strategies by identifying the strategy and
Labarrete (2019), after assessing the four how it should be used, modeling through the
reading dimensions. think-aloud process, engaging in group
As supported by the study of Maramag practice, practicing with a partner, and using
(2022), it was revealed that Senior High the strategy independently (Duke &
School ALS Learners have poor word Pearson, 2002).
recognition due to mispronunciation and Teachers can aid in enhancing student
repetition of words and phrases. Thus, this comprehension by teaching reading
concludes that the development of oral strategies. Research indicates that
reading skills is challenging for ALS predicting, making connections, visualizing,
learners, as evident by their reading inferring, inquiring, and summarizing are
difficulties and reading behaviors. effective reading comprehension strategies
Furthermore, reading skills are cognitive (Block & Israel, 2005).
abilities used to interact with written According to Anderson, Hiebert, Scott, and
content. Some skills look more inclusive in Wilkinson (1985), the ability to read is a
the following taxonomies (Bojovic M., fundamental life skill. It is essential to a
1968). child's success in education and in life in
According to Kusumawanti and Bharati general. Without proficient reading skills,
(2018), reading abilities are the most opportunities for personal fulfillment and
important aspect of English proficiency for professional success will inevitably be lost.
students' learning access. Meanwhile, Reading, despite its significance, is one of
according to Grefenstette (2018), A reading the most difficult subjects in the educational
development course does not make a reader system. The ever-increasing demand for
proficient; reading starts and reading skills high levels of literacy in our technological
develop over time with constant aid. society has intensified the urgency of this
Meanwhile, Oberholzer (2005) stated that it issue (Snow, Burns, & Griffin, 1998).
is essential for us to comprehend what we According to Pang et al. (2003), reading is
are reading. Without comprehension, the process of comprehending written texts,
literature serves no purpose. This indicates and comprehension is the act of making
that text comprehension is the most essential meaning of words, sentences, and text that
aspect of reading. is connected. Perception and thought are
As suggested by Anderson (2008), for required for reading comprehension. A
students to become active and engaged in reader will utilize prior knowledge,
reading activities, it is necessary to teach vocabulary, grammatical understanding, and
them the various reading strategies that will other strategies to comprehend a written
produce critical and imaginative readers. text. It implies that reading is a form of
The purpose of reading is not limited to communication between the author and the
gaining information and understanding from reader.
the writer's thoughts contained in a written Indeed, reading comprehension is a complex
or printed text. interaction between automatic and strategic
According to Townend (2003), to cognitive processes that permits the reader
comprehend a text, one must completely to form an internal representation of the text
comprehend all its aspects. Subsequently, (van den Broek & Espin, 2012).
proficient readers use their experiences and Effective utilization of strategic processes,
knowledge to make predictions and generate such as metacognition and comprehension
ideas (Block & Israel, 2005). This strategy monitoring, is also required for
also allows for increased student interaction, comprehension. As comprehension skills

International Journal of Research and Review (ijrrjournal.com) 43

Volume 10; Issue: 7; July 2023
Donnel Jay E. Tambis et.al. Assessment of reading comprehension skills of senior high school ALS learners:
basis for school reading progress program

develop, readers are able to efficiently To answer the overall objective of this
transition from the stage of learning to read study, the Department of Education's
to the ultimate objective of reading to learn Philippine-Informal Reading Inventory
(Yovanoff, Duesbery, Alonzo, & Tindal, (Phil-IRI) Manual Tool for word reading
2005). level and comprehension level was used as
If we want to improve and sustain reading the primary instrument to assess reading
outcomes in schools, we must continue to comprehension skills. In addition, following
develop decoding and fluency skills while the assessment of reading level and
increasing our focus on reading comprehension level, a follow-up survey
comprehension outcomes (Snow, 2002). questionnaire adapted from Tong and Ming-
In Put Reading First, developed by the hao (2017) was distributed to the
Center for the Improvement of Early respondents in order to identify the barrier
Reading Achievement (CIERA), multiple factors to their reading comprehension
research studies indicate that implementing difficulty; this will serve as a springboard
various reading strategies improves reading for addressing the ALS learners' underlying
comprehension (Adler, 2001). problem. The surge in data was used to
Needless to say, the importance of reading create an improvement plan for the school's
cannot be undermined, especially in the case reading progress program.
of Senior High School learners. The SHS
stage is preparatory for the four identified STATISTICAL ANALYSIS
exits of the learners, like Higher Education, The following are the statistical treatment
middle-level skills development, used in thus study:
employment, and Entrepreneurship. How 1. Descriptive Statistics
can ALS learners be prepared to face the 1.1 Mean
real-world challenge if they are not able to 1.2 Standard Deviation
arm themselves with at least a basic reading 1.3 Frequency
comprehension skill? Therefore, this current 1.4 Maximum & Minimum Score
study assessed the reading comprehension
skills of the ALS learners to help create a Formula of Oral Reading score:
justifiable improvement plan for the school's ORS =
reading progress program. the number of words-number of miscues x
100
MATERIALS & METHODS Number of words
Research Design
This study used a descriptive research Formula of Reading Speed:
design to have a clearer understanding of RS =
assessing the reading comprehension skills number of words read x 60
of Grade 11 Alternative Learning System Reading time in seconds
students in Biliran National Agricultural
High School's Senior High School Formula of comprehension score:
Department. CS =
number of correct answers x 100
Research Instrument Number of questions

Data Scoring

Table 1: Reading Level Scale

Reading Level Word Reading Score (in %) Comprehension Level (in %)
Independent 97-100 % 80 – 100 %
Instructional 90 - 96 % 59 – 79 %
Frustration 89 & below 58 & below
(Adopted from Johnson, Kress & Pikulski, 1987).

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Volume 10; Issue: 7; July 2023
Donnel Jay E. Tambis et.al. Assessment of reading comprehension skills of senior high school ALS learners:
basis for school reading progress program

Table 2: Scoring Scale

Scoring on Reading Barriers and Extent of Difficulties
4.50-5.0 Strongly Disagree Very Difficult
3.50-4.49 Agree Difficult
2.50-3.49 Neutral Fair
1.50- 2.49 Disagree Easy
1.00-1.49 Strongly Disagree Very Easy

RESULT AND DISCUSSION

Table 3: Profile of the Alternative Learners Systems Learners

Sex Distribution Frequency (f) Percent (%)

Male 32 80
Female 2 20
Total 40 100
Age distribution Frequency (f) Percent (%)
16-19 1 3
20-23 7 16
24-28 2 5
29-32 11 29
33-36 7 18
37-40 2 5
Total 40 100
Grade & section distribution Frequency (f) Percent (%)
G-11 HUMSS D 16 40
G-11 FOP 7 17.5
G-11 TVL CROP 6 15
G-11 HUMSS B 2 5
G-11 SWINE 8 20
G-11 HUMSS E 1 3
Total 40 100

As shown in Table 3, Profile of the ALS frequency of 8, whereas transposition and

Learners, the majority of participants were reversal are error-free.
male (n = 32, or 80%), and the majority of The errors mentioned were common to the
participants range in age from 16 to 38. study of Maramag (2022); it was revealed
There were more 19-year-old participants (n that Senior High School ALS Learners have
= 11; 29%). Moreover, 40% of the G-11 poor word recognition, like
HUMSS D are the majority of this study's mispronunciation, as this was most frequent
participants. in her study.
Table 4: Miscues Committed Table 5: Summary of ALS Word Reading Score &
Miscues Frequency Rank Comprehension Level
Mispronunciation 146 1 Level Mode Percent (%)
Omission 54 3 Independent 0 0
Substitution 8 5 Instructional 6 15
Insertion 16 4 Frustration 34 85
Repetition 64 2 Total 40 100
Transposition 0 6.5
Reversal 0 6.5
Total 288 Table 5 reveals that 85 percent of ALS
As seen in Table 4, the most common error Learners belongs to frustration level (n=34)
made by ALS Learners during their during their reading comprehension test
individual oral reading conducted by an including oral reading test. In addition, 15
English teacher is mispronunciation with a percent of ALS learners were instructional
frequency of 146, followed by repetition (n=6), whereas none were independent.
with a frequency of 64, and omission with a Thus, it can be concluded that Instructional
frequency of 54. Meanwhile, insertion has a ALS students need teacher-directed reading
frequency of 16 and substitution has a instruction as suggested by Flippo (2014).

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Volume 10; Issue: 7; July 2023
Donnel Jay E. Tambis et.al. Assessment of reading comprehension skills of senior high school ALS learners:
basis for school reading progress program

Meanwhile, under frustration level (n=34) remediation with teachers guided

these are readers who find reading materials instruction. Consequently, a thorough and
so difficult that they are unable to careful examination is required for effective
effectively respond to them (Flippo, 2014). and efficient intervention with these
This suggests there is a need for extensive students.
Table 6: Vocabulary Barriers
Vocabulary Barriers Response Maximum Minimum STD. Mean Interpretation Extent of
Deviation Difficulties
1. I find it difficult to understand 40 5 2 0.91 3.8 Agree Difficult
the passage due to the vocabulary.
2. I feel reading barriers when 40 5 2 0.94 4.02 Agree Very
there are lots of new words in a Difficult
passage
3. I can’t understand articles 40 5 2 1.07 3.62 Agree Difficult
accurately when there are words
with similar spelling or meaning.
4. Although I can guess the 40 5 2 0.95 3.55 Agree Difficult
meaning of the new words, there
are still barriers on the details.
Average Weighted Mean 3.75 Agree Difficult

According to what can be derived from overall. Therefore, the students in ALS (n =
Table 6, the Average Weighted Mean for 40) experienced reading difficulties when
Vocabulary Barriers is 3.75, which may be there were a lot of new words in the
taken as agreeing with the equivalent material they were reading. Given that the
"Difficult." majority of respondents concurred and that
The table clearly demonstrates that each of the level of difficulty was rated as
the four items was read as "Agree" with "Difficult," it is reasonable to draw the
their corresponding means. In addition to conclusion that the ALS learners in question
this, when compared to the rest of the items, encountered a barrier in terms of their
item number 2 has the highest mean score of vocabulary.
4.02, making it the highest-scoring item
Table 7: Grammar Barriers
Grammar Barriers Response Maximum Minimum STD. Deviation Mean Interpretation Extent
Difficulties
5. When facing long sentence, I find it 40 5 2 1.05 3.37 Neutral Difficult
difficult to understand the structure.
6. I can’t understand the sentence due 40 5 1 1.03 3.57 Agree Difficult
to the subordination relation.
7. I can’t understand articles due to 40 5 2 0.95 3.62 Agree Difficult
the complexity of tense.
Average Weighted mean 3.52 Agree Difficult

As can be observed in table 7, the Average regardless of whatever items are considered.
Weighted Mean for Grammar Barriers is Because of this, the students of ALS (n=40)
3.52, which when translated as "Agree" has experienced difficulties with grammar when
the same meaning as "Difficult." they were unable to grasp articles because
The comparison of item number 5 to the of the difficulty of tense when there were a
other items in the table reveals that it lot of new words in a section.
received a score of 3.37, which can be taken The fact that most responders "Agreed"
to indicate that it is neutral. In addition, allows us to draw the conclusion that the
when compared to the rest of the items, item ALS learners in question had difficulties
number 7 has the highest mean score, with a with grammar. in addition to having a
mean value of 3.62. This is the case "Difficult" rating for its level of difficulty.

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Volume 10; Issue: 7; July 2023
Donnel Jay E. Tambis et.al. Assessment of reading comprehension skills of senior high school ALS learners:
basis for school reading progress program

Table 8: Discourse Barriers

Discourse Barriers Response Maximum Minimum STD. Mean Interpretation Extent
Deviation Difficulties
8. I can’t find the topic sentence of the article. 40 5 2 0.9 3.47 Neutral Fair
9. I can’t find the main idea of the article. 40 5 1 1.01 3.47 Neutral Fair
10. I always forget the former information 40 5 2 0.93 3.72 Agree Difficult
when reading to the end of the article.
Average Weighted Mean 3.55 Agree Difficult

Table 8 reveals that the Average Weighted regardless of what items were considered.
Mean for Discourse Barriers is 3.55, which As a consequence of this, the students in
can be interpreted as "Agree" with the ALS (n = 40) experienced discourse
equivalent of "Difficult." difficulties since they invariably forgot the
However, as can be seen from the table, earlier material as they read to the
item number 10 received a score of 3.72, conclusion of the article.
which, when compared to the scores of the Since the majority of the respondents
other items, was interpreted as "Agree." "agreed" and the amount of difficulty was
Item number 10, when compared to the rest categorized as "Difficult," it is possible to
of the items, obtained the highest mean draw the conclusion that the ALS learners in
score with a mean of 3.72. This was the case question had a discourse barrier.

Table 8: Cultural Background Barriers

Culture Background Barriers Response Maximum Minimum STD. Mean Interpretation Extent
Deviation Difficulties
11. I don’t have extra English reading training 40 5 1 0.97 3.65 Agree Difficult
after finishing homework.
12. I don’t understand the profound content of the 40 5 2 1.03 3.25 Neutral Fair
article due to lacking cultural background
information.
13. I feel difficult to understand English idioms. 40 5 1 1.04 3.8 Agree Difficult
Average Weighted Mean 3.57 Agree Difficult

According to the data shown in Table 8, the This is the case since it has the greatest
Average Weighted Mean for Cultural mean value. As a result, the students in the
Background Barriers is 3.57, which can be ALS program (n = 40) reported having
understood as "Agree" with the equivalent trouble understanding English idioms due to
"Difficult." cultural background obstacles.
Despite this, item number 7, in comparison The fact that a large percentage of
to the rest of the items, received a score of responders "Agreed" and that the level of
3.25, which was read as neutral, as shown in difficulty was categorized as "Difficult"
the table. In addition, when compared to the leads one to the conclusion that the ALS
rest of the things, item number 13 has the learners in question had a barrier in the form
highest mean score with a mean of 3.80. of a cultural background as well.

Table 9: Psychological Factors

Psychological Factor Response Maximum Minimum STD. Mean Interpretation Extent
Deviation Difficulties
14. I think reading English can be challenging. 40 5 1 0.99 3.87 Agree Difficult
15. Reading English articles can be challenging, but 40 5 2 0.9 4 Agree Difficult
I still enjoy it.
16. I feel hard to continue to read long and difficult 40 5 1 1.1 3.57 Agree Difficult
passages.
17. I read carefully at the beginning, but it is hard to 40 5 1 0.99 3.75 Agree Difficult
continue when I meet new words and difficult
sentences.
Average Weighted Mean 3.8 Agree Difficult

Based on what can be learned from Table 9, understood as "Agree" with a comparable
the Average Weighted Mean for the "Difficult."
Psychological Factor is 3.80, which may be The table clearly demonstrates that each of
the four items was read as "Agree" with

International Journal of Research and Review (ijrrjournal.com) 47

Volume 10; Issue: 7; July 2023
Donnel Jay E. Tambis et.al. Assessment of reading comprehension skills of senior high school ALS learners:
basis for school reading progress program

their corresponding means. In addition to As a result, it is possible to draw the

this, when compared to the rest of the conclusion that the ALS students in question
things, item number 14 has the highest mean were affected by a psychological factor
score of 3.87, making it the highest-scoring given that the majority of the respondents
item overall. Therefore, the students in ALS concurred with this assessment and that the
(n = 40) find reading English challenging. level of difficulty was categorized as
"Difficult."
Table 10: Reading Habit Factors
Reading Habit Factor Response Maximum Minimum STD. Mean Interpretation Extent
Deviation Difficulties
18. I find it hard to translate 40 5 2 0.88 3.8 Agree Difficult
the passages without using any
strategies while reading.
19. I usually read aloud, point 40 5 2 0.83 3.97 Agree Difficult
to text, look up new words in
dictionary while reading.
Average Weighted Mean 3.89 Agree Difficult

According to table 10, the average weighted Because of this, the students in the ALS
mean for the Reading Habit Factor is 3.89, class (n = 40) experienced the reading habit
which can be interpreted as "Agree" and has factor since they typically read out loud
the same meaning as "Difficult." while reading, point to the text, and look up
It is clear from looking at the table that both new terms in the dictionary.
items were construed to signify that they Because of this, it is possible to draw the
"Agree" with their respective means. In conclusion that the ALS students in question
addition, when compared to the rest of the had a Reading Habit Factor because most of
items, item number 19 has the highest mean the respondents were of the same opinion
score of 3.97, making it the item with the and the level of difficulty was categorized
highest mean score among all the items. as "Difficult."

Table 11: Reading Interest Factor

Reading Interest Factors Response Maximum Minimum STD. Mean Interpretation Extent
Deviation Difficulties
20. I feel discouraged when 40 5 1 1.1 3.57 Agree Difficult
meeting familiar topics.
21. I am not interested in 40 5 1 1.16 3.32 Neutral Fair
exposition.
22. I am not interested in 40 5 1 1.15 3.55 Agree Difficult
argument.
23. I only read for task. 40 5 2 0.96 3.8 Agree Fair

Average Weighted Mean 3.56 Agree Difficult

According to the data presented in Table 11, the students in ALS (n = 40) experienced
the average weighted mean of the reading the reading interest factor even when they
interest factor is 3.56, which can be were merely reading for the job at hand.
interpreted as "Agree" and has the same As a result, it is possible to draw the
value as "Difficult." conclusion that the ALS students in question
Number 23 has the greatest mean score out had a Reading Interest Factor given that
of all of the things, with a mean of 3.8. This most of the respondents were of the same
is in comparison to the other items, which opinion and the level of difficulty was
have lower mean scores. Because of this, categorized as "Difficult."

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Donnel Jay E. Tambis et.al. Assessment of reading comprehension skills of senior high school ALS learners:
basis for school reading progress program

Table 12: Reading Strategies Factor

Reading Strategies Factors Response Maximum Minimum STD. Mean Interpretation Extent
Deviation Difficulties
24. I never think about what I should 40 5 2 0.98 3.75 Agree Difficult
do before reading.
25. I am better at intensive reading 40 5 1 1.03 3.75 Agree Difficult
than scanning.
26. I seldom forecast the following 40 5 2 0.95 3.6 Agree Difficult
passage while reading.
27. I am not good for the key words.
40 5 1 1.18 3.77 Agree Difficult
28. I am not good at looking for the 40 5 1 0.98 4 Agree Difficult
main idea.
29. I rarely ask others even though I 40 5 1 1.02 3.97 Agree Difficult
don’t understand the article.
30. I rarely accumulate new words
after reading. 40 5 2 0.81 4.27 Agree Difficult
Average Weighted Mean 3.87 Agree Difficult

According to the data presented in table 12, intervention with this student and teacher-
the average weighted mean for the Reading directed instruction.
Strategies Factor is 3.87, which can be In addition, the survey questionnaire
interpreted as "Agree" and has the same adapted from Tong and Ming-hao (2017) is
meaning as "Difficult." an indicative of existence of barrier factors
As can be seen from the table, each of the that made the learners difficult to
seven items was given the interpretation comprehend such as Reading habit factor,
"Agree" when compared to their respective Reading Strategies Factor, Psychological
means. In addition, compared to the rest of factors, Culture background barriers,
the items, item number 30 has the greatest Reading interest factor, Discourse barriers,
mean score of 4.27, making it the item with Grammar barriers, and Vocabulary barriers
the highest mean score among all of the respectively. Such factors are springboard to
items. Therefore, the ALS students (n=40) start improving the reading progress scheme
had the perception that the reading strategies of the school.
were a factor when they hardly ever
acquired new vocabulary after reading. RECOMMENDATIONS
As a result, it is possible to draw the The following are the recommendations
conclusion that the ALS learners in question further suggested by the researchers:
possessed a Reading Strategies Factor given 1. The researchers recommend a reading
that the majority of the respondents progress scheme to improve their
concurred with this assessment and that the reading comprehension solely for the
level of difficulty was categorized as ALS students.
"Difficult." 2. Learners must share their experiences
about their difficulties in reading to
CONCLUSION address the problem right away.
According to the findings of this study, However, learners must learn how to
Grade-11 Alternative Learning System speak up, because they were the one
learners in Biliran National Agricultural whom had the first-hand experience in
High School had difficulty comprehending reading comprehension.
and answering the reading comprehension 3. Parents are encouraged to be part of the
test and they were classified to what Flippo students’ learning; they should monitor
(2014) emphasized that learners at this level their children especially school related
find materials so problematic that they matters. They are advised to strengthen
cannot respond effectively and thus suggests parent and teacher bond as parents are
a necessary thorough and careful the one who can oversee of what their
examination for effective and efficient children or learners doing.

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Volume 10; Issue: 7; July 2023
Donnel Jay E. Tambis et.al. Assessment of reading comprehension skills of senior high school ALS learners:
basis for school reading progress program

PROPOSED INTERVENTION PLAN

Phases of the Goals/ Objectives Expected Outcomes Persons Involved Success Indicator
institutionalization
Phase 1: Assessment To assess the strengths 1. Provide authentic Senior High School 1. Reports on the following: (1)
of Existing School and weaknesses of the quantifiable data and the English Teachers, Level of Satisfaction of the
Reading Program existing School Reading sample conducted interview statistician, and the employed Intervention (2) Themes
Program. data from its previous Coordinator of School during the in-depth interview of the
learners about the received Reading Program previous learners about the school
Interventions reading program
2. Retain the best practices 2. List of the Best Practices and
and best interventions interventions employed through the
employed through the years years
3. Improve or alter the 3. Improvement Plan for the said
inefficient and ineffective inefficient and ineffective practices
practices of the school.
Phase 2: The
Preparation and
Teachers'
Orientation Process
PREPARATION To prepare a suitable Provide suitable diagnostic Senior High School Crafted Diagnostic Reading
ALS-SHS diagnostic reading materials exclusive English Teachers, Materials and Phil-IRI Manual tool
reading materials and for ALS-SHS learners Coordinator of School
Phil-IRI Manual tool Reading Program, English
Program Specialist and
English Experts
TEACHERS' To orient the Senior High Orient the SHS teachers for Senior High School Level of Support to the program and
ORIENTATION School teachers for the process of assessing English Teachers, Level of Satisfaction of the
assessing incoming ALS- ALS- SHS learners Coordinator of School Orientation conducted
SHS reading Reading Program and
comprehension skills Senior High School
Teachers
Phase 3: Pre-
Implementation
ALS SELECTION To diagnose the Select incoming Senior High Senior High School Report on the Word Reading level
comprehension level and School ALS Learners English Teachers, and Comprehension Level of SHS-
word reading level of the Coordinator of School ALS Learners
incoming Senior High Reading Program and
School Alternative Senior High School
Learning System Teachers
Graduate during the
enrolment process
CLASSIFICATION To classify the ALS Classify the incoming ALS Senior High School Lists of Classified students
Learners according to Learners according to their English Teachers,
their level suggested by Reading Level (see Reading Coordinator of School
Johnson, Kress & Level Scale) Reading Program and
Pikulski (1987) Senior High School
Teachers
ALS To give orientation to the Parents’ consent form and Senior High School The signed Parents’ consent form
ORIENTATION selected ALS Learners for Pledge of support and English Teachers, and Pledge of support and
differentiated instruction commitment Coordinator of School commitment
Reading Program, Senior
High School Teachers,
and ALS Nonreaders
Phase 4:
Implementation
THE CONDUCT To provide assistance to For Independent ALS Senior High School Reports on ALS learners Reading
the ALS Learners and Learners: They will be given English Teachers, Performance per session
extensive remediation enrichment activities. Coordinator of School
Reading Program, Senior
For Instructional ALS High School Teachers and
Learners: provide teachers ALS Learners
directed instruction with
reading materials and
employ the best practices
and interventions used in the
previous nonreaders
For Frustrated ALS Senior High School
Learners: provide extensive English Teachers,
remediation, full support and Coordinator of School
attention by the teacher with Reading Program, Senior
guided reading materials High School Teachers and
ALS Learners
Phase 5: Post- Evaluate their
Senior High School Result of their Comprehension
Implementation Comprehension Level and English Teachers, Level and Word Reading Level
Word Reading Level Coordinator of School
EVALUATION To evaluate the Compare the Diagnostic test Reading Program, Senior Comparative result of their
improvement of to the final Reading test High School Teachers, diagnostic test and final reading test
Comprehension and Word (Make sure that both tests ALS Nonreaders and
Reading Level of ALS will just be the same to Statistician
Learners conduct comparative study)
Note: After the evaluation process, reclassify the ALS learners based on their level as suggested by Johnson, Kess, and Pikulski (1987), and the
implementation phase will start again until all of them get into the independent level. This intervention plan is a cycle of reimplementation and
Reevaluation until it reaches its desired goal of achieving zero frustration levels for learners.

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Donnel Jay E. Tambis et.al. Assessment of reading comprehension skills of senior high school ALS learners:
basis for school reading progress program

Declaration by Authors motivated students. English Education

Acknowledgement: None Journal of UNNES. 2018. 8(40). 1–9. Doi:
Source of Funding: None 10.15294/eej. v8i1.21995
Conflict of Interest: The authors declare no 11. Labarrete, Rufo Abiertas. READING
COMPREHENSION LEVEL AND
conflict of interest.
STUDY SKILLS COMPETENCE OF THE
ALTERNATIVE LEARNING SYSTEM
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Donnel Jay E. Tambis et.al. Assessment of reading comprehension skills of senior high school ALS learners:
basis for school reading progress program

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DOI: https://doi.org/10.52403/ijrr.20230708

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