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Fuertes-For-Grammarly
Northern Mindanao Colleges, Inc.
City of Cabadbaran

BASIC READING SKILLS OF ALTERNATIVE LEARNING SYSTEM
(ALS) LEARNERS IN TUBAY DISTRICT II: BASIS FOR
DESIGNING A CONTEXTUALIZED
READING MATERIAL
______________________________________
A Thesis Presented to
The Faculty of the Graduate School
Northern Mindanao Colleges, Incorporated
City of Cabadbaran
______________________________________
In Partial Ful llment of the Requirements
for the Degree MASTER OF ARTS IN
EDUCATION
Major in Educational Management
______________________________________
By
HARVELEEN A. FUERTES
June 2023
ACKNOWLEDGEMENT
The researcher expresses her deepest gratitude and homage to the Almighty God for
providing her with the wisdom, good health, and courage that made everything possible.

I want to express my sincere gratitude to everyone who has supported me throughout the
journey of completing this thesis.
First and foremost, I am deeply grateful to my thesis adviser, Dr. Victoria B. Pabia, for her
invaluable guidance, expertise, and unwavering support. Your mentorship and insightful
feedback have been instrumental in shaping the direction of this research.
I would like to extend my appreciation to the members of my thesis committee, Dr.
Marilou H. Mella as the chairman, Dr. Ruby C. Limen, and Dr. Julius M. Virtudazo for their
valuable insights and constructive criticism. Their expertise and commitment to excellence
have greatly enriched this work.
To Dr. Cherlita P. Acierto, for her invaluable contribution and for providing feedback on my
research survey questionnaire. Her insightful suggestions and constructive criticism have
played a crucial role in re ning and strengthening the questionnaire, ensuring its validity
and reliability.
To the following SAES LRMDS Committee Teachers, Teacher Evelyn S. Sarita, Teacher
Christine Richie M. Felisilda, and Teacher Arlene B. Nanual, for their invaluable support and
guidance in validating my contextualized reading materials. Their expertise and dedication
have been instrumental in ensuring the quality and effectiveness of the materials, and I am
truly thankful for their contributions to my work. Their feedback and insights have greatly
enhanced the educational value of the resources, and I am honored to have had the
opportunity to collaborate with such exceptional educators.
I am grateful to my family and friends, especially my husband, Mhar Edward James T.
Fuertes, for his unwavering belief in me and continuous encouragement. Your love,
support, and understanding have sustained me throughout this challenging endeavor.
I am indebted to all the participants who generously shared their time and expertise,
making this research possible. Their contributions have provided a meaningful foundation
for the ndings and conclusions of this thesis. Lastly, I would like to express my heartfelt
appreciation to all those names who may not be mentioned here but have played a role in

my academic journey. Your support, whether big or small, has had a signi cant impact on
my personal and intellectual growth.
To everyone who has contributed to this thesis, I am deeply grateful. Your support and
encouragement have been pivotal in bringing this work to fruition.
Thank you all from the bottom of my heart.
HARVELEEN ABENGOZA FUERTES
Researcher
ABSTRACT
Title: BASIC READING SKILLS OF ALTERNATIVE LEARNING SYSTEM
(ALS) LEARNERS IN TUBAY
DISTRICT II: BASIS FOR DESIGNING A
CONTEXTUALIZED READING MATERIAL
Total No. of Pages: 128
No. of Text Pages: 115
Author: FUERTES, HARVELEEN ABENGOZA
Type of Document: Master's Thesis
Type of Publication: Unpublished
Host Institution: Northern Mindanao Colleges, Inc.
Atega Street, Cabadbaran City
Caraga Administrative Region
Keywords: Basic Reading Skills. Alternative Learning System
(ALS). Contextualized Reading Materials. Decoding.
Fluency. Vocabulary. Comprehension.

ABSTRACT
This study sought to design contextualized reading material based on the basic reading
skills of the Alternative Learning System (ALS) Learners of Tubay District II. The study
focuses on decoding, uency, vocabulary development, and reading comprehension as
essential components of pro cient reading. The research employed a descriptive-
developmental approach, utilizing qualitative and quantitative data collection methods.
The research was conducted in Tubay District II, Agusan del Norte, with 75 ALS learners
from three School-Based Learning Centers (SBLC) as the respondents. The sampling
procedure involved a random selection of respondents to ensure equal representation.
The research instrument used was the Philippine Informal Reading Inventory (PHIL-IRI)
Standard Manual 2018. Ethical standards were followed, including obtaining informed
consent and ensuring con dentiality. Data were gathered through interviews, survey
questionnaires, observations, and focus groups. The statistical treatment employed
included frequency and percentage analysis, weighted mean, and t-tests.
Moreover, the ndings of the study were presented and analyzed in terms of the
respondents' level of basic reading skills, speci cally decoding, uency, vocabulary, and
comprehension. The results revealed that the majority of the respondents demonstrated
independent reading skills in terms of decoding both letter sounds and word recognition.
In terms of uency, a signi cant portion of the respondents displayed independent reading
uency, while some required instructional support. Regarding vocabulary, a majority of the
respondents were at the instructional level, indicating the need for guidance and support.
For comprehension, a signi cant number of respondents required improvement,
highlighting the importance of targeted interventions. Furthermore, the results of the
study were supported by previous research, emphasizing the importance of phonemic
awareness, explicit phonics instruction, vocabulary knowledge, and comprehension
strategies in developing reading skills. The study underscores the need for tailored

interventions and instructional strategies to address the diverse needs of learners and
enhance their overall reading pro ciency.
Chapter I
THE PROBLEM AND ITS SETTING
Introduction
The acquisition of basic reading skills is crucial for individuals to fully participate in society
and achieve personal and professional success. However, not all individuals have access to
formal education, which may hinder their ability to develop these essential skills.
Alternative Learning System (ALS) programs have emerged as a response to this issue,
offering non-formal education opportunities to individuals who were unable to complete
traditional schooling. In the context of Tubay District II, understanding the basic reading
skills of ALS learners is vital for designing effective and contextualized reading materials to
support their learning journey.
In recent years, the ALS program has gained recognition as an essential alternative
education system in the Philippines, catering to out-of-school youth, adults, and
individuals with limited access to formal education. The program aims to provide learners
with the necessary knowledge and skills, including reading pro ciency, to empower them
in various aspects of life. It is imperative to explore and understand their existing basic
reading skills to design effective reading materials for ALS learners in Tubay District II. By
identifying the strengths and weaknesses of these learners, educational practitioners can
tailor the reading materials to suit their speci c needs, interests, and learning styles.
Several studies have focused on basic reading skills and the challenges faced by ALS
learners. For instance, the study conducted by Garcia (2018) examined the reading pro
ciency levels of ALS learners in a neighboring district, providing insights into the areas that
require improvement. Additionally, the research conducted by Santos (2020) explored the
impact of contextualized reading materials on the reading skills of ALS learners, shedding

light on the signi cance of developing materials that align with their sociocultural context.
This present study aimed to investigate the basic reading skills of ALS learners in Tubay
District II. By utilizing both quantitative and qualitative research methods, the researcher
sought to identify the speci c reading abilities and challenges faced by these learners.
Additionally, the researcher explored the preferences, interests, and cultural background
to design a contextualized reading material that enhances reading skills and fosters an
engaging learning experience.
The ndings of this study were expected to contribute signi cantly to the eld of alternative
education, particularly in the design and development of reading

materials for ALS learners. By tailoring the materials to the learners' speci c needs and
cultural context, the researcher aimed to create an environment that promotes active
engagement and improves their overall reading pro ciency.
Theoretical Framework
Basic reading skills are fundamental to reading and understanding written material. This
study outlined the contextual learning theory, and how it can be applied to the
development of basic reading skills.
Contextual learning theory assumes that learning makes sense if the learners can deal with
novel data within their frame of reference (Berns and Erikson 2005). Through this learning
approach, the learner's mind will look for the meaning of the text within the context, that is
the reader's mind will associate what is written on the page to his/her previous knowledge
and experiences so that the text will emerge valuable. This must be the reason why
contextualizing the reading lesson is required in developing reading comprehension skills
because it provides a way to develop not only the content knowledge of the reader but also
improve career-related opportunities since students will be reading an article based on their
eld of interest.
Moghaddas (2019) mentioned various sources for the contextualization's components.
These include interdisciplinary teaching and learning, in which different types of
educational material are combined to meet the needs of the students; learner experiences
outside of school, which recognizes the importance of the students' outside-of-school
experiences inside the classroom; cooperation and collaboration among teachers to

determine authentic materials in teaching, which applies teachers' teamwork in identifying
the real world from the classroom.
The National Reading Panel (2020) identi ed ve essential components of reading instruction:
phonemic awareness, phonics, uency, vocabulary, and comprehension. Each of these
components contributes to a student's overall reading pro ciency. Phonemic awareness
involves recognizing and manipulating the individual sounds (phonemes) that makeup
spoken words.
Phonics is the understanding of the relationship between letters and sounds.
Fluency combines the skills of accuracy, rate, and prosody (expression). Vocabulary involves
understanding the meaning of words and their use in context. Finally, comprehension is the
ability to make meaning from what is read.
Basic reading skills are a complex process that involves the active construction of meaning
and knowledge through interactions with the text. To effectively acquire these skills,
learners must engage in active and meaningful engagement with the text and be provided
with meaningful feedback.
Schematic Diagram
Independent Variables Dependent Variables Output
Contextualized
Reading Material
Lived Experiences of ALS Learners
Basic Reading Skills
Decoding

Vocabulary
Fluency
Comprehension
Figure 1. The Schematic Diagram of the study shows the interplay of the
Variables of the study
Statement of the Problem
The study focused on the basic reading skills of Alternative Learning System
(ALS) Learners in Tubay District II: Basis for Designing Contextualized Reading
Materials
Speci cally, it aimed to answer the following questions:
What is the level of basic reading skills among ALS learners in terms of:
Decoding;
Fluency;
Vocabulary, and
Comprehension?
Which of the basic reading skills is most mastered?
Which of the basic reading skills is least mastered?
What are the lived experiences of the ALS learners in Tubay District II? Based on the ndings
in this study, what contextualized reading materials can be designed to address the least
mastered reading skills among ALS learners in
Tubay District II?
Scope and Limitation
The study primarily focused on the basic reading skills of Alternative Learning System (ALS)
learners of Tubay District II as a basis for designing contextualized reading material.
The study involved ALS learners in the three (3) school-based learning centers
in Tubay District II.

De nition of Terms
Basic Reading Skills. The foundational skills that are required to be able to read and
understand written material. These skills include phonemic awareness, phonics, uency,
vocabulary, and text comprehension.
Comprehension. It is the ability to understand and interpret the meaning and context of
written text. It includes the ability to remember, analyze, and apply information from the
text, as well as draw conclusions and make inferences. Contextualized Reading Materials. A
reading material that is tailored to the speci c needs or interests of the reader. It considers
the reader's background knowledge, interests, and language pro ciency to provide
meaningful and relevant information. Also, this includes activities, visuals, and audio
recordings that help the reader to better understand and engage with the material.
Decoding. This involves breaking down words into individual sounds and then blending
those sounds to form words. It also involves recognizing and understanding the meaning of
words and sentences.
Fluency. It is the ability to read quickly, accurately, and with understanding. It includes the
ability to recognize words quickly and correctly, to understand what is read, and to use
appropriate reading strategies to comprehend text. Focus Group Discussion (FGD). A
qualitative research method is used to explore the opinions, feelings, and attitudes of a
group of people on a particular topic. In a focus group, a group of participants are asked a
series of open-ended questions to explore their views on a particular issue. The discussion
is recorded and analyzed to gain insight into the collective opinion of the group. Lived
Experiences of ALS Learners. These are the various experiences and challenges faced by
individuals who are learning through the Alternative Learning System (ALS), a program
designed to help out-of-school youth, adults, and out-of-school children acquire basic
education. It may include struggles in accessing educational materials, limited access to
technology, and other challenges related to learning.

Vocabulary. It refers to the words and phrases used in written texts that may be unfamiliar
to the reader. Readers need to understand the meaning of these words to comprehend the
text.
Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies relevant to the present study.
Related Literature
Success in school and beyond depends on having strong foundational reading abilities like
word decoding, sight word recognition, and comprehension development (Paris & Paris,
2018).
Dalton & Strickland's (2019) book offered tips and tools to support students' development
of fundamental reading abilities, such as uency, phonemic awareness, phonics, vocabulary,
and comprehension. It gives examples of how to use technology, classroom exercises, and
evaluations to support students' learning. Creating a literacy program for the entire school
is also given useful advice in the book.

Meanwhile, Augedahl (2020) put forth that teachers should concentrate on developing kids'
phonemic awareness, letter-sound knowledge, and decoding skills before teaching them to
read. Students can recognize how to break down words into distinct phonemes as they read
by developing their phonemic awareness. Additionally, by comprehending the
correspondence between letters and sounds, students are better able to break down
complex phrases into simpler, more accessible components. Once children have mastered
the various sounds, they can begin blending the sounds to read words with ease.
When students are successful in doing this, their self-ef cacy rises.
1
Moreover, Richards &Schmidt (2020) asserted that language abilities mainly refer to
speaking, reading, and writing. Speaking and writing are sometimes referred to as
active/productive abilities while listening and reading are passive/receptive skills. Reading
skills are the skills necessary for pro cient reading, including identifying key concepts,
comprehending sequencing, recognizing precise details, drawing conclusions, making
comparisons, and formulating predictions. This is especially true for adults learning a
second or foreign language. Sometimes, these abilities are acquired individually. In
addition, Patel and Jain (2018) stated that reading is the process of guring out what
written symbols, or printed words, imply. Understanding and recognition skills are active
components of the reading process. Reading is a vital activity that helps people stay
informed and grow in life. A key component of academic success is reading
comprehension.
National Reading Panel (2020) suggested that explicit and systematic phonics instruction
can signi cantly enhance word recognition skills. This approach emphasizes the relationship
between sounds and letters, enabling learners to decode unfamiliar words. Furthermore,
providing ample opportunities for practice and exposure to a wide range of vocabulary is
essential for improving
word recognition abilities (Cunningham, 2019).
2
As stated by Strickland, Galda, & Cullinan (2018) said that reading is an interactive activity
where the reader actively interacts with the material to make sense of it. It takes the reader

a lot of effort to construct meaning in this way. Reading is a visual activity because vision
translates what is seen into an idea or an image by using symbols to represent objects or
concepts. Concepts and various mental dimensions can be created from images.
Meanwhile, Brown (2019) said that the act of reading involves negotiating meaning. The
reader brings to the text a set of schemata for interpreting it, and the text absorbs the
result of that engagement. Nunan (2019) de nes reading as a process of rebuilding meaning
rather than decoding form in second language education and learning, and the reader only
turns to decode if all other efforts fail.
Furthermore, Marilyn (2018) stated that reading is the process of giving meaning to written
and visual information. Nevertheless, reading is not an easy task. Reading is an active
process that calls for a lot of experience and expertise. Reading is a uid process in which the
reader combines details from
a text with knowledge from outside sources to create meaning.
3
Moreover, Bakhtiar (2018), suggested that the ability of reading is another capability that
must be achieved as the goal of teaching English besides listening, speaking, and writing.
Reading has a great in uence on our life because we can nd the knowledge that is written in
many books. But it is very complicated or complex, because it is an activity carried out
under the cooperation of several skills, such as observing, understanding, and thinking that
can support these skills, and it also depends on the language skills and the level of
reasoning. Reading comprehension aims to understand or comprehend the message
contained in a text.
Meanwhile, Mickulecky & Jeffries (2020) said that reading is very important since it can
enhance students' general language skills in English; assist students in thinking in English,
enlarge students' English vocabulary, improve their writing, and it can be a good way to
obtain about new ideas, facts, and experiences. Therefore, based on this opinion, reading
skill has been viewed as something that can help students enrich their insight into the
English language.

Moreover, Smith and Wilhelm (2020) emphasized that independent reading uency is
indicative of a reader's ability to decode words effortlessly and comprehend the text
simultaneously. Instructional reading uency, on the other hand, suggests that readers may
bene t from targeted support to enhance
their reading skills further.
4
According to Ismail, Syahruza, & Basuki (2018), reading is a tool of communication in written
language through the text's form. It is the most ef cient way to gain information about many
aspects of life, including science and technology. By reading, people can absorb some
information. Reading has a very important role and has become a daily necessity for every
person who wants to acquire whatever information is required. Reading is an essential skill
for learners of English as a foreign language. For most learners, it is the most important skill
to master to ensure success not only in learning English but also in learning in any content
class where reading in English is required. With strengthened reading skills, learners will
make greater progress and development in all other areas of learning.
As stated by Staehr (2019), vocabulary knowledge is more important than grammar
knowledge, with little knowledge grammar can be conveyed but without vocabulary
nothing to convey. Vocabulary knowledge is the center of teaching and learning English
because without vocabulary students cannot
understand and cannot express their ideas using English.
5
Additionally, (Harris, Graham & Boardman, 2018), suggested that good readers use the
following techniques and skills: 1) Quick and accurate word reading; 2) Setting reading
goals; 3) Noting the text's structure and organization; 4) Monitoring their understanding
while reading; 5) Creating mental notes and summaries; 6) Making predictions about what
will happen, checking them as they go along, and revising and evaluating them as needed;
7) Capitalizing on what they know.
Furthermore, the foundation for pupils to develop a deeper grasp of language and literature
is the development of fundamental reading abilities such as phonemic awareness, phonics,
uency, vocabulary, and comprehension. According to White's argument, "teachers who

know and understand the basics of literacy instruction can provide the necessary scaffolding
for young students to build strong and lasting reading skills" (White, 2018).
Moreover, reading pro ciency is one of the key indicators of a child's progress in the learning
process, according to Hartwell (2018). Thus, through reading, students gained a variety of
knowledge and interpreted it in ways that made sense to them. Understanding is the most
signi cant aspect in determining how successfully children learn to read. For the students to
absorb and comprehend the information from the text, they need to understand the
reading process.
Meanwhile, in the eld of education, reading is the most crucial talent to take at each level of
school to go through, according to Moore & Sudduth (2018) stated that "Reading skills are
perhaps one of the most critical aspects of early learning." A person will have trouble
learning if they haven't had good reading comprehension when they were little. As a result,
in the process of teaching reading to children for their future lives, both instructors and
parents play a crucial role.
Clarke, Truelove, Hulme, and Snowling (2020) pointed out that reading comprehension
involves the process of simultaneously gaining and developing meaning from written
language through engagement and involvement, making
it a crucial skill for all students. Reading comprehension is greatly aided by understanding
word meanings, interpreting the author's point of view, writing with purpose, and
expanding one's vocabulary.
In addition, (Shanahan & Shanahan, 2018), stated that mastering a variety of academic
subjects begins with developing early reading skills. Children who struggle to read at a
young age will nd it challenging to acquire several subjects in the following grades. As a
result, individuals must start learning to read at a young age to read to learn.
Related Studies

At-Tajdid (2021) highlighted inquiry-based learning techniques for teaching reading skills to
children in Indonesian elementary schools and Madrasah Ibtidayah. Islam places a speci c
emphasis on reading comprehension over other learning processes, including speaking,
listening, and writing. Learn how to increase reading instruction, which can begin in primary
school, and how to put it into practice. This topic will be covered using the literature review
approach from national and international journal publications. A method of data analysis
will be descriptive qualitative design research. A phenomenological method, coding
schemes, and critical evaluation are all used in the review process to provide data ndings
that adhere to the ndings' validity and reliability and address our study themes.
Additionally, Risca, Iqbal, and Rahma Dianti (2021) have shown that students' reading habits
have an impact on their ability to comprehend what they read. People with good reading
habits are thought to have strong comprehension when reading literature. The study was
designed to look at the relationship between students' reading preferences and critical
reading abilities in the English education department. To perform this study, a correlational
research strategy was used. 112 undergraduate English Education students from Tridinanti
University participated in this study during the 2017–2018 academic year. 37 students
participated in the study as the purposive sampling sample that was selected. A reading
habit questionnaire and a critical reading exam were given out as part of the data collection
process. To look for any associations between the variables measured, a correlational
analysis utilizing Pearson Product Moment was used. According to the data analysis ndings,
there was no signi cant correlation between students' reading habits and their
critical reading abilities.
Furthermore, Gunasekaran (2021), reading is not only one of the most crucial language-
teaching skills but also one of the primary goals of learning English in general. Reading
ability may be impacted by a variety of variables, including pupils' past knowledge,
motivation, interest, how the texts are organized, and study abilities. This study sought to
determine whether or not teaching study techniques will improve students' reading

comprehension skills. During the second semester of 2020-2021, an experiment was
conducted at the Anna
University College of Engineering in Ramanathapuram, Tamil Nadu, India, to accomplish this
objective. The study's ndings con rmed the idea that reading pro ciency depends on the
perfect coordination of a variety of specialized reading abilities, and there is a substantial
correlation between these two factors.
A signi cant accomplishment of reading research, according to (Donnelly,
6
Huber, & Treatment, 2019), has been the creation of successful intervention programs for
readers who are having trouble. The majority of intervention studies use a pre-post design
to assess ef cacy, but this limits the examination of growth curves throughout the
intervention program. For costeffective, evidence-based decisions on the ideal intervention
dosage, it is crucial to determine the time course of improvement. This study set out to
examine reading development curves throughout a rigorous summer
intervention program.
7
Meanwhile, (Brten, Johansen, & Strms, 2018) evaluated the effects of two quick prereading
instructional techniques on sixth-graders intrinsic desire for reading a book and reading
comprehension: hands-on activities and prior knowledge activation. Comparing a control
condition where students only read to answer questions and take a test regarding the text's
content, students who participated in hands-on activities and those who had their prior
knowledge activated had much better reading comprehension. These outcomes were
independent of individual differences in foundational reading abilities, reading motivation,
or subject expertise. However, neither hands-on activities nor prior knowledge activation
differentially impacted reading comprehension, and neither had any impact on readers'
intrinsic motivation to read the text. Moreover, (Sampa, Ojanen, Westerholm, Ketonen, and
Lyytinen (2018) examined the relative effectiveness of a language experience approach-
based literacy program versus a phonics-based reading program for the development of
reading abilities among Zambian early childhood school learners. Using the

Early Grade Reading Assessment exam (EGRA) in four languages—Cinyanja, Icibemba,
Kiikaonde, and Silozi—their reading abilities were all evaluated. According to the ndings,
students who participated in phonics-based literacy programs had much greater awareness
of letter sounds across all four languages. Additionally, they greatly outperformed those
who participated in the alternative program in reading abilities (non-word reading, oral
passage
reading, and reading comprehension), although only in Icibemba and Silozi.
8
Furthermore, (Bar-Kochva, Vágvölgyi, Schuchardt, Schmalz, Nuerk, & Landerl, 2021) looked
at the fundamentals of reading, including word and text reading accuracy and uency, as well
as other reading-related language abilities, like phonological awareness and quick naming.
Participants had a typical nonverbal processing speed and were German natives.
Participants were anticipated to have de ciencies in every fundamental reading skill and skill
connected to reading, except reading accuracy. Decoding and word reading uency tests
showed severely poor average performance. Nevertheless, a sizeable fraction of the sample
lacked these indicators. The average rate of reading errors was, as anticipated, relatively
modest. However, one-fourth of the sample's ability to accurately comprehend text was
lacking. These ndings imply that persons with poor reading comprehension typically lack
phonological awareness and basic reading skills. Additionally, despite reading a transparent
orthography, the results show that some of these people still struggle with reading
accuracy. It is yet unknown what causes the performance
variations across the various reading and reading-related measures.
9
Additionally, (McCurley & Akbari, 2018) established the link between vocabulary
development and reading comprehension, as well as the development of reading
comprehension in Spanish-speaking English Language Learners (ELLs). Using the Woodcock
Reading Mastery Tests-Third Edition, reading comprehension was evaluated. After the fall
assessment, participants received two hours of tutoring per week to help them improve
their vocabulary. The reading and writing ability areas that each child needed help with
were targeted through specialized tutoring. According to the ndings, post-test averages for

the subtests of word identi cation, basic skills, passage comprehension, reading
comprehension, oral reading uency, and total reading all increased statistically signi cantly.
Even though they were not statistically signi cant, word attack, word comprehension, and
receptive vocabulary skills all showed improvement.
Chapter III
RESEARCH METHODOLOGY
This chapter presents the research design, research locale, research respondents, sampling
procedure, research instrument, ethical standards, data-gathering procedure, and statistical
treatment that will be used in the study.
Research Design
To carry out this study, the researcher used the descriptive-developmental approach,
combining both qualitative and quantitative data collection methods. It involved a
longitudinal study of the same subjects over an extended period. Data was collected
through interviews/friendly talk, survey questionnaires, observations, and focus groups.
Research Locale
This study was conducted in Tubay District II which is located at P-1 Doña
Rosario, Tubay, Agusan del Norte. The said district was supervised by the Public
Schools District Supervisor (PSDS). It is composed of seven (7) Elementary
Schools and one (1) Secondary School namely, Victory Elementary School, Doña
Rosario Central Elementary School, Beto Elementary School, Santa Ana
Elementary School, Tagmamarkay Elementary School, Doña Telesfora

Elementary School, RAM Elementary School, and Doña Rosario National High School. It has
129 regular/permanent teaching/non-teaching personnel including the Public Schools
District Supervisor (PSDS), Administrative Of cers
(AOs), District ALS Coordinator (DALSC), and ALS Mobile Teacher (ALS MT).
Research Respondents
The respondents of the study were the 75 ALS learners from the three (3) School-Based
Learning Centers (SBLC) in Tubay District II who were of cially enrolled in LIS.
Table 1 shows the distribution of respondents
Table 1
Distribution of Respondents by Learning Centers
Respondents
N %
n
%
Doña Telesfora School-Based Learning Center (SBLC)
23
31.00
19
30.00
Doña Rosario School-Based Learning Center (SBLC)
25
33.00
21
33.00
Santa Ana School-Based Learning Center (SBLC)
27
36.00

23
37.00
Total
75
100.00
63
100.00
Legend: N = Population Size n = Sample Size
Table 1 shows that Tubay District II has three (3) Learning Centers with 75 ALS learners of
the 75 ALS learners, 63 were the respondents in this study as calculated using the Raosoft
sample size calculator. Of the 63 respondents,19, or 31% were taken from Doña Telesfora
School-Based Learning Center (SBLC), 21, or 33% from Doña Rosario School-Based Learning
Center (SBLC), and 23, or
37 % were taken from Santa Ana School-Based Learning Center (SBLC).
Sampling Procedure
Of the identi ed sample size from learning centers, the researcher used the random
sampling procedure technique in identifying the speci c respondents. Small sheets of paper
containing the names of the learners were rolled and drawn by lot according to the desired
sample size. This ensures that all individuals in the population have an equal chance of
being selected for the
sample.
Research Instrument
The research instrument used in this study was based on the Philippine Informal Reading
Inventory (PHIL-IRI) Standard Manual 2018 of the Department of Education – Bureau of
Learning Resources (DepEd-BLR).
Ethical Standard

Ethics were necessary when dealing with people, particularly superiors. Since they were the
authority, they merit respect. So, while approaching them, courtesy and protocol must be
followed. Ethics were also necessary while interacting with the students who served as the
primary respondents in this study. It was essential that the researcher obtain informed
consent from the participants and that their rights and autonomy were respected at all
times. The respondents must be appropriately motivated and oriented to receive their
complete cooperation and assistance. The respondents were also handled with kindness
and respect and did not feel under pressure. All data collected were kept con dential, and
any information obtained from participants was used only for the study and not for any
other purpose.
Data-Gathering Procedure
Before the questionnaire was distributed, the researcher sent a letter addressed to the
Schools Division Superintendent, Public Schools District Supervisor, and School Principal
asking permission to conduct the study and distribute the questionnaires to the concerned
learners in ALS of Tubay District II. As soon as authorization was given, the researcher
personally led focus group discussions, had friendly talks/interviews with participants, and
handed out survey questionnaires. The results were gathered, checked, tabulated, analyzed,
and interpreted.
Statistical Treatment
To facilitate the data analysis and interpretation of data, the following statistical techniques
were employed.
Frequency, Percentage. It describes the modal characteristics of the data, particularly in the
distribution of the respondents.
Weighted Mean. This statistical technique was used to test the level of basic reading skills of
the respondents, in terms of decoding, uency, vocabulary,
and comprehension.
T-Test. This test was used to compare the mean scores of two different groups and
determine if there was a statistically signi cant difference between the

two means.
Chapter IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the result, analysis, and interpretation of data gathered from the
answers to the questionnaires distributed to the eld. The said data were presented in
tabular form by the speci c questions posited in the statement of the problem.
Problem 1. What is the level of basic reading skills among ALS learners in terms of decoding,
uency, vocabulary, and comprehension?
Table 2-5 presents the level of basic reading skills among ALS learners, particularly in
decoding, uency, vocabulary, and comprehension.
On Decoding in Terms of Letter Sounds and Letter Names
Table 2 Level of Basic Reading Skills on Decoding among ALS Learners in Terms of Letter
Sounds and Letter Names
Reading Levels
Frequency
Percentage
Independent
52
83.00
Instructional
9
14.00
Frustration
2
3.00

Needs Improvement
0
0
Total
63
100.00
Legend: Ind- Independent Frus- Frustration
Ins- Instructional N.I. – Needs Improvement
As shown in Table 2, of the 63 respondents 52 or 80.00 percent were independent readers
in terms of letter sounds and letter names in the English Alphabet; 9 or 14.00 percent were
Instructional; 2 are Frustration, and 0 or 0.00 percent for Needs Improvement.
The ndings revealed that most (52 or 83.00) of the respondents were already literate as to
letter sounds and letter names of the English Alphabet. Meanwhile, 2 or 3.00 percent
belong to the Frustration level and nobody needs improvement. This means that the
respondents were already aware of the letter sounds and letter names of the English
Alphabet.
The result was supported by Augedahl (2020) who put forth that teachers should concentrate
on developing kids' phonemic awareness, letter-sound knowledge, and decoding skills before
teaching them to read. Students can recognize how to break down words into distinct
phonemes as they read by developing their phonemic awareness. Additionally, by
comprehending the correspondence between letters and sounds, students were better able
to break down complex phrases into simpler, more accessible components. Once children
have mastered the various sounds, they can begin blending the sounds to read words with
ease. When students are successful in doing this, their selfef cacy rises.
1.1.2 On Decoding in Terms of Word Recognition

Table 3 Level of Basic Reading Skills among ALS Learners on Decoding in Terms of Word
Recognition
Reading Levels
Frequency
Percentage
Independent
50
79.00
Instructional
11
17.00
Frustration
1
2.00
Needs Improvement
1
2.00
Total
63
100.00
Legend: Ind - Independent Frus - Frustration Ins -
Instructional N.I. – Needs Improvement
Table 3 demonstrated that 50 or 79 percent of the respondents had a high level of word
recognition skills and were able to read independently; 11 or 17 percent require some

instructional support or guidance to enhance their word recognition abilities; 1 or 2 percent
belong to the Frustration and Needs Improvement level.
The data suggested that the majority of the respondents (50 or 79 percent) were
independent readers, indicating a strong word ability. However, 1 or 2 percent falls under
frustration and needs improvement. This implied that the results highlighted the overall
positive state of the respondent's reading abilities, with the majority showcasing a
commendable level of independence. Moreover, the National Reading Panel (2020) stated
that explicit and systematic phonics instruction can signi cantly enhance word recognition
skills. This approach emphasized the relationship between sounds and letters, enabling
learners to decode unfamiliar words. Furthermore, providing ample opportunities for
practice and exposure to a wide range of vocabulary was essential for improving word
recognition abilities (Cunningham, 2019).
On Fluency in Terms of Narrative Paragraphs
Table 4 Level of Basic Reading Skills among ALS Learners on Fluency in Terms of Narrative
Paragraph
Reading Levels
Frequency
Percentage
Independent
30
48.00
Instructional
20
32.00
Frustration
8
13.00
Needs Improvement

5
7.00
Total
63
100.00
Instructional N.I. – Needs Improvement
As presented in Table 4, 30 or 48 percent of the respondents demonstrated independent
reading uency. This indicated that the respondents were able to read with minimal
assistance and comprehend the text effectively. Additionally, 20 or 32 percent displayed
instructional uency, and suggested that they can read with some support and guidance; 8 or
13 percent of the respondents fell on the frustration level. However, it was noteworthy that
5 or 7 percent fell into the need's improvement level, indicating that respondents struggled
signi cantly with reading and needed improvement in reading uency. Based on these ndings
the overall reading uency level of respondents was fairly satisfactory, with the majority
functioning independently and a signi cant portion requiring instructional support.
However, there was still a small percentage of respondents struggling with reading and
needing improvement. The data were supported by Smith and Wilhelm (2020) who
emphasized that independent reading uency was indicative of a reader's ability to decode
words effortlessly and comprehend the text simultaneously. Instructional reading uency, on
the other hand, suggested that readers may bene t from targeted support to enhance their
reading skills further.
1.3 On Vocabulary in Terms of English Vocabulary Level Test
Table 5 Level of Basic Reading Skills among ALS Learners on Vocabulary in
Terms of English Vocabulary Level Test
Reading Levels

Frequency
Percentage
Independent
3
5.00
Instructional
26
41.00
Frustration
28
44.00
Needs Improvement
6
10.00 Total
63
100.00
Instructional N.I. – Needs Improvement As illustrated in
Table 5, of the 63 respondents, 3 or 5 percent possessed
strong reading vocabulary skills, enabling them to
comprehend texts at their level without dif culty; 26 or
41 percent, the majority of the respondents belong to

an instructional level indicating that they require some
guidance and support while reading and with assistance
from teachers or instructional materials, they can
understand texts at their level; 28 or 44 percent nd
reading vocabulary challenging and struggle to
comprehend texts at their level. These respondents
face dif culties and may require considerable support
and intervention to improve their reading vocabulary
skills; 6 or 10 percent of respondents have reading
vocabulary skills that need improvement.
The data revealed that a signi cant number of respondents were experiencing frustration or
had reading vocabulary skills that needed improvement. This highlighted the importance of
providing targeted support and interventions to address the diverse needs of these
individuals and help them develop their reading vocabulary.
According to Staehr (2019), vocabulary knowledge is more important than grammar
knowledge, with little knowledge grammar can be conveyed but without vocabulary
nothing to convey. Vocabulary knowledge was the center of teaching and learning English
because without vocabulary students cannot understand and cannot express their ideas
using English.
In addition, vocabulary is the basic competence that must be reached by students to master
other competencies like reading, writing, listening, and speaking. It was dif cult to master
the other competencies without mastering and understanding the vocabulary.
1.4 On Comprehension in Terms of Story Passage
Table 6 Level of Basic Reading Skills among ALS Learners on Comprehension in
Terms of Story Passage
Reading Levels
Frequency

Percentage
Independent
3
5.00
Instructional
10
16.00
Frustration
15
24.00
Needs Improvement
35
55.00 Total
63
100.00
Instructional N.I. – Needs Improvement Among the 63
respondents, 3 or 5 percent fell into independent
readers who were capable of comprehending reading
materials without much dif culty; 10 or 16 percent were
instructional that require some guidance and support
to understand reading material effectively and may

bene t from additional instruction and practice to
enhance comprehension skills; 15 or 24 percent were
frustration; and 35 or 55 percent of the respondents
had room for improvement in their reading
comprehension skills.
Based on the provided data, it was evident that a signi cant portion of the respondents
(both in the Frustration and Needs Improvement Levels) would bene t from interventions
and support to improve their reading comprehension skills. This underscores the
importance of tailored interventions, instructional strategies, and resources to cater to the
needs of readers and enhance their overall reading comprehension pro ciency.
As cited by Almutairi (2018), during reading activities, students must be able to understand
what they are reading. A crucial skill in reading that must be learned is reading
comprehension. It requires them to go beyond just decoding particular words and phrases
to ensure that they have a solid understanding of the subject. To fully understand a text,
students must work together to integrate their past knowledge of the context, the purpose
of the reading material, and the level of vocabulary and language used by the authors to do
so. The procedure is challenging because it requires students to engage in various cognitive
processes, skills, and abilities. Effective word decoding, language grammar comprehension,
inference-making, drawing on prior information, and proper working memory control are
some of these skills.
More signi cantly, Clarke, Truelove, Hulme, and Snowling (2020), pointed out that reading
comprehension involves the process of simultaneously gaining and developing meaning
from written language through engagement and involvement, making it a crucial skill for all
students. Reading comprehension was greatly aided by understanding word meanings,
interpreting the author's point of view, writing with a purpose, and expanding one's
vocabulary.

Problem 2. Which of the basic reading skills is most mastered?
Table 7 Level of Basic Reading Skills among ALS Learners in Terms Most
Mastered Reading Skills
Indicators
WM
VD
Interpretation
Decoding
3.77
Independent
Most Mastered
Fluency
3.19
Independent
Mastered
Vocabulary
2.41
Frustration
Least Mastered
Comprehension
1.70
Needs Improvement
Least Mastered
Legend: WM – Weighted Mean VD – Verbal Description

Table 7 demonstrates the level of basic reading skills among ALS Learners in terms of most
reading skills. Based on the given data, the basic reading skill that was most mastered
among the indicators was Decoding. The Decoding indicator has a weighted mean (WM)
score of 3.77, which falls within the Independent range. This suggested that learners have
achieved a high level of pro ciency in decoding, demonstrating the ability to decode and
recognize words accurately.
Furthermore, the foundation for pupils to develop a deeper grasp of language and literature
is the development of fundamental reading abilities such as phonemic awareness, phonics,
uency, vocabulary, and comprehension. According to White's argument, "teachers who
know and understand the basics of literacy instruction can provide the necessary scaffolding
for young students to build strong and lasting reading skills" (White, 2018).
Problem 3. Which of the basic reading skills is least mastered?
Table 8 Level of Basic Reading Skills among ALS Learners in Terms Least
Mastered Reading Skills
Indicators
WM
VD
Interpretation
Decoding
3.77
Independent
Most Mastered
Fluency
3.19
Independent
Mastered

Vocabulary
2.41
Frustration
Least Mastered
Comprehension
1.70
Needs Improvement
Least Mastered
Legend: WM – Weighted Mean VD – Verbal Description
The data presented in Table 8 provides insights into the mastery levels of various basic
reading skills among ALS (Alternative Learning System) learners. Among the given
indicators, the basic reading skills that were least mastered were Vocabulary and
Comprehension. Vocabulary, with a Weighted Mean of
2.41, and Comprehension, with a Weighted Mean of 1.70 fell within the Needs
Improvement level, indicating a lower level of mastery. The Verbal Description categorizes
Vocabulary and Comprehension as "Least Mastered," further
highlighting the struggle in this particular skill area.
Moreover, based on the given data, Vocabulary, and Comprehension were the basic reading
skills that were least mastered among ALS learners. This suggested that additional support
and interventions may be necessary to enhance their vocabulary and comprehension abilities
and improve their overall reading pro ciency.
Problem 4. What are the lived experiences of ALS learners in Tubay District II? Table 9
presents the experiences of the respondents on how they decode a letter/word
Indicators
Sub-Theme

Major Theme
When I look at the whole word, I try to make connections with words I already
know.
I can see the entire word and identify its different letters.
I practice stretching out the sounds in a word to help me identify each sound. Stretching out
sounds helps me with phonemic awareness and decoding unfamiliar words.
I use my nger to guide my reading and move it from left to right across the text.
Moving my nger along the text helps me focus and keep track of where I am in the reading.
I practice blending individual sounds to form words.
By blending sounds, I can decode unfamiliar words and understand their meaning.
Looking at the whole word
Stretching out sounds
Moving nger from left to right
Blending the sounds
Decode a letter/word
Theme: Decode a letter/word
In this theme, most of the respondents experienced in terms of decoding a letter/word by
stretching out sounds or chunks in the words. The respondents shared that decoding can be
helpful for those who are learning to read or struggling with reading dif culties. By breaking
down words into smaller, manageable parts and focusing on the sounds of each
component, it becomes easier for them to identify and understand the word as a whole.
The following are some examples of narratives that support this theme.
Respondents 1, 8, 16, 24, 32, 40, 48, 57, 61, and 63. "When I look at the whole word, I try to
make connections with words I already knew." ("Sa pagtan-aw nako sa tibuok nga word,
mangita ko og mga koneksyon sa mga words nga akong nailhan na."

Respondents 2, 7, 14, 21, 28, 35, 42, 49, 55, 60, and 62. "I can see the entire word and
identify its different letters. ("Makakita ko sa tibuok word ug makasayod dayon ko ug unsa
nga mga letra ang ang naa niini nga word.") Respondents 3, 6, 12, 18, 30, 36, 43, 47, and 52.
"I practice stretching out in a word to help me identify each sound." ("Magpraktis ko ug
stretch out sa mga sounds sa usa ka word aron makahibalo ko sa matag isa ka sound.")
Respondents 4, 9, 11, 17, 22, and 27. "Stretching out sounds helps me with phonemic
awareness and decoding unfamiliar words. ("Ang pag-stretch out sa mga sounds
makatabang sa ako sa mga words nga wala pa nako mahibal-e.") On the other hand, looking
at the whole word, moving a nger from left to right, and blending the sounds are some of
the experiences of the respondents that can be especially effective for them to develop a
strong sight word vocabulary or have internalized common word patterns. It allows them to
quickly recognize and understand words based on their visual appearance and the
associated sounds.
Respondents 5, 10, 13, 20, 23, and 29. "I use my nger to guide reading and move it from left
to right across the text." ("Gamiton nako akong tudlo aron maoy mu-guide sa ako pagbasa
gikan sa wala paingon sa tuo sa teksto.") Respondents 15, 19, 25, 26, 31, 33, and 37.
"Moving my nger along the text helps me focus and keep track of where I am in the
reading." ("Ang paglihok sa akong tudlo sa teksto nagtabang nako sa pag-focus ug sa
pagpangandam asa ko nahimutang sa akong pagbasa.")
Respondents 38, 39, 41, 44, 45, 46, and 50. "I practice blending individual sounds together
to form words." ("Nagpraktis ko sa pagsagol sa matag isa ka sounds aron mahimu nga
word.")
Respondents 51, 53, 54, 56, 58, and 59. "By blending sounds, I can decode unfamiliar words
and understand their meaning." ("Pinaagi sa pagsagol sa mga sounds, masabtan nako ang
mga words nga wala pa nako nasayran ug masabtan nako ang ilahang meaning.")
According to Brady (2018), students who understand the alphabetic principle and have been
taught letter-sound correspondences, through the use of phonological awareness and
letter-sound instruction, are well-prepared to begin decoding simple words accurately and

independently. Also, providing students effective instruction in letter-sound
correspondences and how to use those correspondences to decode is important because
the resulting bene ts to word recognition lead to bene ts in reading comprehension.
Table 10 presents the experiences of the respondents on how uency in reading impacts a
person's enjoyment of reading
Indicators
Sub-Theme
Major Theme
By understanding the individual letters and sounds, I can grasp the meaning of the entire
word.
Decoding allows me to delve deeper into the text and comprehend its message more
effectively.
By decoding, I can connect the letters and sounds to the words on a page and comprehend
their signi cance.
Decoding allows me to read uently and smoothly, without stumbling over unfamiliar words.
When I decode letters and words, I establish a connection between myself as the reader
and the reading material.
Decoding helps me engage with the text and make personal connections to the content.
Better comprehension – a deeper understanding
A bridge between word recognition and comprehension
Speed and ef ciency
Connections between readers and reading material
Decode a letter/word
Theme: Fluency in Reading
In this theme, the majority of the participants stated that uency in reading

impacts a person's enjoyment of reading by facilitating better comprehension
10
that will lead to a deeper understanding of the text. This deeper understanding
encompasses not only grasping the literal meaning of the words but also comprehending
the underlying messages, themes, and variations within the
text.
Respondents 1, 7, 13, 19, 25, 31, 37, 43, 49, 55, and 61. "By understanding the individual
letters and sounds, I can grasp the meaning of the entire word. ("Sa pagsabot sa matag usa
ka letra ug sound, makasabot ko sa meaning sa tibuok word.")
Respondents 2, 8, 14, 20, 26, 32, 38, 44, 50, 56, and 62. "Decoding allows me to delve
deeper into the text and comprehend its message more effectively." ("Ang pag-decode
nagtugot ka nako nga mas makasabot sa teksto ug mas masabtan ang mensahi niini sa usa
ka nindot nga paagi.")
Table 11 presents the experiences of the respondents on how to know the meaning of a
word in a sentence
Indicators
Sub-Theme
Major Theme
When I come across a word whose meaning I don't know, I look for contextual clues in the
surrounding text.
Consulting a dictionary helps me understand the precise de nition and usage of words.
Using the dictionary, allows me to expand my vocabulary and deepen my understanding of
words.
Understanding word roots and af xes helps me to gure out the meaning of unfamiliar words.
By recognizing common pre xes, suf xes, and roots, I can make educated guesses about the
word's meaning.

If a word is related to a topic or concept I already know, I can use that knowledge to infer its
meaning.
Connecting new words to my existing knowledge expands my understanding
and facilitates learning. Contextual
Clues
Dictionary References
Word Roots and Af xes
Prior Knowledge and Experience
Meaning of a Word
41
Theme: Meaning of A Word
In this theme, most of the participants said that when they want to know the meaning
of a word in a sentence, they prefer to use the dictionary. The respondents added, that
it is easier for them to look for a word's precise de nition and how it ts within the
context of the sentence.
However, only a few of the participants stated that contextual clues are not
11 applied at times when nding a meaning of
a word in a sentence because context cannot provide always valuable hints about the
intended de nition of a word. This suggests that while context can provide valuable hints,
there are instances where consulting a dictionary becomes necessary for a more accurate
understanding.
The following are some examples of narratives that support this theme. Respondents 1, 8,
15, 22, 29, 36, 43, 50, and 57. "When I come across a word whose meaning I don't know, I
look for contextual clues in the surrounding text." ("Kung makit-an nako ang usa ka pulong
nga wala ko kabalo sa kahulugan, nangita ako sa mga clue sa konteksto sa naglibot nga
teksto niini.") Respondents 2,9,16,23,30,37,44,51, 58 and 63. "Consulting a dictionary helps

me understand the precise de nition and usage of unfamiliar words." ("Ang pagkonsulta sa
usa ka diksyonaryo nakatabang kanako nga masabtan ang tukma nga kahulugan ug
paggamit sa mga pulong.")
Respondents 3, 10, 17, 24, 28, 31, 38, 45, 52, and 59. "By using a dictionary, it allows me to
expand my vocabulary and deepen my understanding of words." ("Pinaagi sa paggamit sa
diksyonaryo, nagtugot kanako sa pagpalapad sa akong bokabularyo ug pagpalawom sa
akong pagsabot sa mga pulong.") Respondents 4, 11, 18, 25, 32, 39, 46, 53, and 60.
"Understanding word roots and af xes helps me to gure out the meaning of unfamiliar
words." ("Ang pagsabot sa mga lintunganayng pulong ug mga af x sa pulong makatabang
nako nga masabtan ang kahulogan sa dili pamilyar nga mga pulong.") Respondents 5, 12,
19, 26, 33, 40, 47, 54, and 61. "By recognizing common, pre xes, suf xes, and roots, I can
make educated guesses about a word's meaning." ("Pinaagi sa pag-ila sa komon nga mga
pre x, suf x, ug mga lintunganay, ako makahimo sa edukado nga mga pagtag-an
mahitungod sa kahulogan sa pulong.")
Respondents 6, 13, 20, 27, 34, 41, 48, 55, and 62. "If a word is related to a topic or concept I
already know, I can use that knowledge to infer its meaning." ("Kung ang usa ka pulong
adunay kalabotan sa usa ka hilisgutan o konsepto nga nahibal-an na nako, magamit nako
kana nga kahibalo aron mahibal-an ang kahulugan niini.")
Respondents 7, 14, 21, 35, 42, 49, and 56. "Connecting new words to my existing knowledge
expands my understanding and facilitates learning." ("Ang pagkonektar sa bag-ong mga
pulong sa akong kasamtangan nga kahibalo nagpalapad sa akong pagsabot ug nagpadali sa
pagkat-on.")
As stated by John (2020), vocabulary is the knowledge of understanding the meanings of
words, hence the goal of a vocabulary test is to determine whether students can match
each word with a synonym, a de nition from a dictionary or tape, or a corresponding word
in their language. They must understand the meaning of words and be able to employ them
in sentences to gain vocabulary automatically.

Table 12 presents the experiences of the respondents on how to know the main idea of a
paragraph or story
Indicators
Sub-Theme
Major Theme
I look for the topic sentence to nd the main idea of a paragraph or story. I can grasp the
overall focus or theme of the paragraph or story by identifying the topic sentence.
I can better comprehend and connect with the main idea by analyzing the supporting
details.
Examining the overall structure, tone, and mood of a paragraph or story helps me
determine the main idea.
I can summarize the key points or events to identify the main idea of a paragraph or story.
Summarizing allows me to condense the information and focus on the most important
aspects.
Identify the Topic sentence
Look for Supporting Details
Overall Structure (tone and mood)
Summarize the Passage
Main Idea in a Paragraph/Story
Theme: Main Idea in a Paragraph/Story
In this theme, the majority of the participants said that to know the main idea of a
paragraph/story, they prefer to identify the topic sentence. The participants included that
identifying the topic can establish a framework for comprehending the main idea, which is
the key point or message that the author wants to convey about the topic.

Respondents 1,3,11,13,17,19,27,28,34,39,41,45,47,55,57, and 61. "I look for the topic
sentence to nd the main idea of a paragraph or story." ("Nangita ko sa topic sentence aron
makit-an ang main idea sa paragraph o story.") Respondents
2,7,12,18,23,29,32,35,40,46,50,52,58,62, and 63. "I can grasp the overall focus or theme of
the paragraph or story by identifying the topic sentence. ("Makasabot ko sa kinatubuk-ang
focus o tema sa paragraph o istorya pinaagi sap ag-ila sa topic sentence.")
Respondents 4, 8, 14, 20, 24, 30, 38, 44, 51, 56, and 60. "I can better comprehend and
connect with the main idea by analyzing the supporting details." ("Mas masabtan ug
makonektar nako ang panguna nga ideya pinaago sap ag-analisar sa mga nagsuporta nga
detalye.")
The respondents focused less on the "Overall Structure (tone and mood) and "Summarize
the passage", hence, these elements can sometimes distract from or obscure the central
message or theme. This indicates that it depends on the purpose of the reading or the
preferences of the participants, a combination of strategies may be employed to gain a
deeper comprehension of the paragraph
or story.
Respondents 5,9,15,21,25, and 31. "Examining the overall structure, tone, and mood of a
paragraph or story helps me determine the main idea." ("Ang pagsusi sa kinatibuk-ang
istruktura, tono, ug mood sa usa ka paragraph o story makatabang nako sa pagtino sa main
ideya.")
Respondents 6,16,26,36,43,48,53, and 59. "I can summarize the key points or
12 events to identify the main
idea of a paragraph or story." ("Ma-summarize nako
13 14 ang mahinungdanong
mga punto o panghitabo aron mailhan ang main idea sa
15
usa ka paragraph o story.")
Respondents 10, 22,33,37, 42, 49, and 54. "Summarizing allows me to condense the
information and focus on the most important aspects." ("Ang pag-summarize nagtugot
kanako sa pagpamubo sa impormasyon ug pag-focus sa labing importante nga mga aspeto.

Furthermore. Grabe (2019), pointed out that reading comprehension is the ability to
analyze the written word, understand what it means, and integrate it with prior knowledge.
Furthermore, for active readers to understand the text's meaning in context, reading
comprehension depends on the readers' prior knowledge as well as the text itself.
Problem 5. Based on the ndings in this study, what contextualized reading materials can be
designed to address the least mastered reading skills among
ALS learners in Tubay District II?
Rationale: Basic reading skills are the building blocks of literacy, and they help children learn
to read and comprehend written materials. Basic reading skills include knowledge of the
alphabet and letter-sound correspondence, phonemic awareness, uency, and vocabulary
development. It also involves strategies to help children comprehend what they read. With
proper instruction, all learners can develop the necessary skills to become strong readers.
Additionally, Dimacali (2018) noted that there are many advantages to implementing or
adopting localized materials in our educational system. First, it raises awareness of what is
happening or the current status of a particular topic being discussed. Second, because it is
more speci c and closely related to us, it will inspire students to learn more about it because
it has become familiar to them. So, if the subject is a problem, they can easily relate, and it
can be a great chance for youngsters to get involved in solving societal issues. There will be
a meaningful discussion with each student, and everyone will be urged to participate.
Based on the ndings in this study, this humble researcher offers to design a contextualized
material as an output in this research.
CONTEXTUALIZED READING MATERIALS FOR ALS LEARNERS
5.1 On Vocabulary
A. Create another word from the following words by adding appropriate pre xes and suf xes.
Pre xes
16 un
inter im

in over re
17
pre ir dis
extra mis
1.___test 6. ___possible
2.___happy 7. ___call
3.___correct 8. ___honesty
4. ___national 9. ___ordinary
5. ___regular 10. ___behave
Suf xes
-ful ment ness
18
-less ship tion
-ly ous able
-ive
1.care___ 6.fame___
2.help___ 7.kind___
3.excite___ 8.act___
4. friend___ 9.decorate___
5.beautiful___ 10.comfort___
5.2 On Comprehension
Direction: Read the passage and answer the following questions.
Ecosystems consist of living and non-living organisms in an area. These include plants,
animals, microbes, and elements like soil, water, and air. The living organisms depend on
both living and non-living aspects of an ecosystem. An ecosystem can be as small as a

puddle or as big as an ocean. It is a very delicate balance, with these life forms sustaining
one another. Disruptions to
an ecosystem may prove disastrous to all its organisms.
When a new plant or animal is suddenly placed in an ecosystem, it will surely compete with
the original inhabitants for resources. This stranger may even
push out the natural organisms, causing them to be extinct. The organisms that
19 20 depended on the extinct organisms will de nitely be affected.
21
The balance in ecosystems have been unsettled by natural disasters such as res, oods,
storms, and volcanic eruptions. However, in recent years and ironically, in the name of
progress, human activity has affected many ecosystems around the world.
ECOSYSTEMS
Questions
Which of the following does NOT adequately describe an ecosystem?
a. Plants and animals depend on one another to thrive.
b. a location where residents are considerate of the environment

c. a collection of creatures that interact biologically
d. a wide range of both living and non-living things in one location
2. Why is it thought that an ecosystem's balance is delicate?
a. Small and large ecosystems both need to be protected and balanced.
b. All ecosystems are not the same weight, hence their weight needs to beadjusted and
distributed.
c. An ecosystem's state can drastically alter, impacting every aspect of its
organisms.
d. In each given situation, various organisms are equally important
ecosystems.
3. Which one of the following is NOT a natural calamity that has affected
ecosystems?
a. res
b. oods
c. storms
d. humans
4. Based on the selection, which of the following statements about human advancement
and ecosystems is true?
a. Ecosystems occasionally suffer as a result of human advancement.
b. Ecosystem development is encouraged by human activity.
c. The answers to ecological issues are aided by human activities.
d. Different ecosystems progress because of human advancement.
According to the selection, a newly introduced creature in an ecosystem can affect a native
resident when _________________.
a. It ghts with the original resident before eventually eating it.

b. Resources meant for the original occupant are depleted by it.
c. The ecosystem's original occupant nds it unusual.
d. It adds to calamities that throw the system's balance off.
What actions should people take to keep ecosystems balanced?
a. To make more room for animals to live, several trees should be cut down.
b. Take corals out of the water to give sh greater room to swim.
c. Plant new trees to replace the ones that have been removed.
22
d. So that the mackerel(adlo) and small sh are not eaten, catch a lot of tuna.
An ocean ecosystem is shown in the diagram below. The food source for the subsequent
creature is shown by the arrows. How will the mackerel be indirectly impacted if a new
organism is put into the system and eats the
shrimp-like creatures?
23
There won't be any more shrimp-like organisms for the mackerel (adlo) to
consume.
24
The tuna sh will continue to consume the mackerel(adlo) because it eats the
little sh.
25
The little sh will consume the mackerel (adlo), forcing it to nd new sources of
sustenance.
26
The mackerel (adlo) can run out of food because the small sh might disappear
if it lacks a food source.

8. Which of the following statements, using the same diagram, is FALSE?
a. The only sources of food for the little sh are animals resembling shrimp.
27
b. The mackerel (adlo) is the only source of food for tuna sh.
c. The only food source for the huge shark is tuna sh.
d. The shrimp-like creatures only consume single-celled organisms.
Answer Key
On Vocabulary
Suf xes
-less
-ful
28
-ment
-ship
-ly
-ous
-ness
-ive
-tion
-able
Pre xes
Pre
Un
In
Inter

Ir
I'mIm
Re
Dis
Extra
Mis
On Comprehension
B C
D
A
B C
D
B

Chapter V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
The essential features of this study are outlined in this chapter. It re ects the conclusions
reached based on the studies and interpretation, as well as the ndings attained. It also
provides some recommendations that came out of the research.
Summary of Findings
The results revealed that the respondents' reading skills in terms of decoding and uency
were independent level, followed by vocabulary enhancement which belongs to the
instructional level, and reading comprehension falls to the frustration level. Based on the
data presented, vocabulary and comprehension in reading will be the basis for designing a
contextualized learning material to help improve participants in their reading skills.
As to the respondents' lived experiences the majority of the respondents said that in terms
of decoding a letter/word they best learn through stretching out sounds or chunks in the
words; to know the main idea of a paragraph/story, prefer to identify the topic sentence;
uency in reading impact a person's enjoyment of reading through facilitating better
comprehension that will lead to a deeper understanding of the text and to know the
meaning of a word in a sentence, they prefer to use the dictionary. However, some
participants have also different strategies or techniques in terms of their reading
experiences, since the participants have individual preferences and experiences that may
vary, and what works for one person may not work for another.
Finally, contextualized learning material is designed based on the result of the study.
Conclusion
The researcher emphasizes the following conclusions according to the study's ndings:
The analysis of the data revealed a mixed picture of basic reading skills among
ALS learners in terms of decoding, uency, vocabulary, and comprehension. When it comes
to decoding, the majority of respondents demonstrated pro ciency in letter sounds and

names, while only a small percentage struggled. Word recognition skills also appeared
strong, with most respondents displaying a high level of ability. In terms of uency, a signi
cant portion of respondents were able to read independently and uently, though a notable
number required instructional support. Vocabulary skills showed a range of abilities, with a
substantial proportion needing improvement and support. Moreover, comprehension skills
varied widely, with a signi cant need for improvement in this area, highlighting the
importance of tailored interventions and strategies. The ndings underscore the signi cance
of addressing diverse reading needs through targeted interventions to enhance overall
reading skills among ALS learners. Effective instructional practices, such as phonemic
awareness development, systematic phonics instruction, vocabulary enrichment, and
comprehension strategies, are crucial to ensuring these learners' success in reading.
Meanwhile, the basic reading skill that appeared to be most mastered among ALS Learners
was Decoding. This was evident from the indicator's weighted mean (WM) score of 3.77,
which places it within the Independent range. This achievement suggested a high level of
pro ciency in decoding, re ecting the learners' ability to accurately decipher and recognize
words. As emphasized by White (2018), a rm grasp of fundamental reading abilities,
including decoding, serves as the cornerstone for students to cultivate a deeper
understanding of language and literature, enabling educators to provide essential support
for the development of robust and enduring reading skills.
Moreover, the data presented in Table 8 offered insights into the mastery levels of
fundamental reading skills among learners in the Alternative Learning System (ALS). Among
the provided indicators, Vocabulary and Comprehension emerged as the least mastered
basic reading skills. Both Vocabulary, with a Weighted Mean of 2.41, and Comprehension,
with a Weighted Mean of 1.70, were classi ed under the "Needs Improvement" level,
indicating a lower level of pro ciency. The Verbal Description also classi es these skills as
"Least Mastered," underscoring the challenges in these speci c areas. This data suggests
that ALS learners may require additional support and interventions to enhance their
vocabulary and comprehension abilities, thereby bolstering their overall reading pro ciency.

Additionally, the study results highlighted the lived experiences of ALS learners in Tubay
District II about decoding a letter/word, uency in reading, understanding the meaning of
words in sentences, and identifying the main idea of paragraphs or stories. For decoding,
respondents emphasized the effectiveness of strategies such as making connections with
known words, stretching out sounds, moving ngers left to right, and blending sounds. These
techniques aided in breaking down unfamiliar words into manageable parts and improving
reading accuracy. In terms of reading uency, respondents expressed that better
comprehension and a deeper understanding of texts are achieved by decoding and
connecting letters and sounds. When exploring word meanings, respondents predominantly
relied on dictionary references and recognizing word roots and af xes, demonstrating the
importance of both explicit and contextual strategies for vocabulary expansion. Regarding
identifying main ideas, respondents primarily looked for topic sentences, though analyzing
supporting details and summarizing were also mentioned. This suggested a multifaceted
approach to extracting the central messages from paragraphs or stories. The diverse
strategies adopted by ALS learners underscore the signi cance of tailoring reading
comprehension techniques to individual needs and preferences, aligning with the idea that
understanding text involves a combination of reader background knowledge and textual
content.
Furthermore, this study underscored the crucial role of basic reading skills in fostering
literacy among ALS learners. By identifying the least mastered reading skills in Tubay District
II, the study emphasized the need for targeted instructional approaches. Drawing
inspiration from the bene ts of localized materials in education, as highlighted by Dimacali
(2018), the researcher proposed the development of contextualized reading materials.
These materials, designed to enhance vocabulary and comprehension, sought to empower
learners by addressing their speci c needs. As literacy's foundational elements were solidi
ed through proper instruction, the potential for all learners, including those in ALS, to
become pro cient readers was reaf rmed. The presented contextualized materials, focusing

on vocabulary enrichment and comprehension strategies, offered a tangible outcome to
bridge the gap in ALS learners' reading skills and contributed to their entire development of
education.
Recommendations
Based on the ndings and conclusions from the study, the researcher offered the following
recommendations for consideration.
For the School Administrators. The School Administrators may implement a comprehensive
assessment system to regularly monitor students' progress in decoding, uency, vocabulary
development, and reading comprehension. This will help identify areas of improvement and
allow for targeted interventions.
For the Teachers. Since the respondents' reading skills came out decoding and uency at the
independent level, the teachers may offer differentiated instruction by grouping students
based on their reading level. Provide targeted support and instruction to students at
different levels of decoding, uency, vocabulary, and comprehension skills.
64
For the Learners. The learners, being the recipients of this study may take advantage of
independent reading time to read books at their independent reading level. Also, they
should engage in active reading by asking questions, making predictions, summarizing what
they've read, and seeking help from their teacher or peers if they're struggling with
decoding, vocabulary, or comprehension. Don't be afraid to ask questions or request
additional support. For the Parents. The parents, being the teachers' counterparts in
educating the children may set aside regular reading time at home and create a quiet and
comfortable space for their child to read independently. In addition, encourage your child to
practice decoding and uency skills by reading aloud to you or a sibling
For the Future Researchers. Future researchers may make use of the study's ndings by using
them as the foundation for work including other variables not examined in this particular
study.

1. and Schmidt Conjunction use Correctness

2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19. 20.
and Cullinan Conjunction use Correctness
of reading → to read Wrong or missing prepositions Correctness
and Basuki Conjunction use Correctness
and Boardman Conjunction use Correctness
and Treatment Conjunction use Correctness
and Strms Conjunction use Correctness
and Landerl Conjunction use Correctness
and Akbari Conjunction use Correctness
that will → which will Pronoun use Correctness
a meaning → the meaning Determiner use (a/an/the/this, etc.) Correctness
nako Unknown words Correctness
mahinungdanong Unknown words Correctness
panghitabo Unknown words Correctness
usa Unknown words Correctness
inter im → interim Confused words Correctness
ir → or Misspelled words Correctness
tion → on Misspelled words Correctness
depended → depend Incorrect verb forms Correctness
de nitely Wordy sentences Clarity
adlo → also Misspelled words Correctness
adlo Unknown words Correctness

21.
have
→ has
Faulty
subject-verb agreement Correctness 22.
23.
24.
25.
26. 27.
28. ment → menu Misspelled words Correctness
adlo Unknown words Correctness
adlo → also, audio Misspelled words Correctness

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