Development reading and learner vulnerabilities: A non parametric exploration of performance and socio-educational factors

Reading is a fundamental academic and cognitive skill that enables learners to comprehend, analyze, and engage critically with texts, serving as a gateway to knowledge and lifelong learning. This study investigated developmental reading performance and socio-educational vulnerabilities among 40 Grade 11 students at Mualbual National High School in Zumarraga, Samar during the academic year 2024–2025. Grounded in Sociocultural and Schema Theories, the research examined differences in Group Reading Test (GST) scores across learner characteristics, the effectiveness of targeted interventions in improving reading levels and comprehension, and the associations between GST scores and overall reading proficiency. Utilizing a descriptive-comparative and correlational non-experimental design, data were analyzed with non-parametric statistical tools, including the Kruskal-Wallis H Test, Mann Whitney U Test, Wilcoxon Signed-Rank Test, and Spearman’s rho. Findings revealed that frequent readers, students promoted on merit, and learners not engaged in child labor scored significantly higher on the GST. Targeted interventions produced notable improvements in reading levels and comprehension, while GST scores were moderately associated with overall reading proficiency. The study highlights the critical role of reading habits, socio-educational conditions, and structured instructional support in fostering literacy, offering evidence-based recommendations for enhancing reading outcomes among vulnerable senior high school learners.