Exploring the Reading Difficulties of Junior High School Learners of the Alternative Learning System (ALS) at East-2 District
Abstract:
This qualitative case study explores the reading difficulties encountered by Junior High School learners enrolled in the Alternative Learning System (ALS) in East 2 District, Iligan City. Drawing from narrative inquiry and in-depth interviews with both ALS learners and implementers, the study reveals that learners struggle with critical aspects of reading, including comprehension, vocabulary development, decoding, and fluency. These challenges are exacerbated by interrupted formal schooling, limited access to reading materials, low motivation, and socio-economic barriers. Findings also point to constraints in instructional delivery within the ALS framework, such as lack of structured learning support and limited pedagogical resources. The study emphasizes the urgent need for context-specific interventions, such as differentiated instruction, community-based reading initiatives, and the integration of digital literacy tools.
Keywords: alternative learning system, literacy development, reading comprehension, struggling readers
Indexing
