Abstract
This study aimed to investigate different factors affecting the reading comprehension skills of the students in Alternative Learning System of Lugait Central School. The respondents of this study were 40 females and 60 males. A survey was conducted by using a questionnaire for information gathering about different factors relating to the reading performance of the students and the Phil-IRI assessment tool to assess their comprehension level. This study was conducted to the Junior High School students enrolled in the Alternative Learning System at Lugait Central School during the school year 2023-2024. The study used the descriptive-correlational research design. The results of the study revealed that ‘the socio-economic status and different determinants have no significant effect to the reading performance of the students but in the marital status the widow exhibited a significant positive correlation with the reading comprehension skills compared to the other marital status. In the context of the reading comprehension, it was found out that the comprehension level of the students’ majority fell into frustration and instructional levels indicated a need for targeted interventions which aimed at improving foundational reading skills.
