Assessing Reading Comprehension Skills with PHIL-IRI Results: A Study of Junior High School Alternative Learning System of Magallanes District

Abstract This study evaluates the impact of an intervention program on improving reading comprehension skills among Junior High School students in the Alternative Learning System (ALS) of Magallanes District. Using the PHIL-IRI assessment tool, 30 learners were tested before and after the intervention, which integrated technology-enhanced learning, personalized mentoring, and gamified strategies. Statistical analysis revealed a significant improvement in reading comprehension scores, with the mean increasing from 4.03 to 5.93, supported by a strong Pearson correlation of 0.723. Survey responses showed increased learner confidence, motivation, and positive attitudes toward reading. Qualitative thematic analysis emphasized the effectiveness of tailored teaching approaches. This study highlights the importance of innovative methodologies in addressing literacy gaps within ALS and advocates for incorporating similar interventions into regular curricula to promote equitable education. Findings contribute to policy recommendations and future research on enhancing literacy in non-traditional learning environments.