Improving Reading Comprehension of Secondary Alternative Learning System (ALS) Learners Through the Clues Intervention Program (Context Clues, Lexical Understanding, and Example-Based Strategies)

This action research investigated the effectiveness of the CLUES Intervention Program—comprising Context Clues, Lexical Understanding, and Example-based Strategies—in improving the reading comprehension skills of secondary learners enrolled in the Alternative Learning System (ALS) in Monkayo, Davao de Oro, Philippines. Using a dual-method approach, the study employed both quantitative and qualitative techniques to assess the impact of the intervention. Thirty ALS learners participated in pretest and posttest assessments, while a subset engaged in semi-structured interviews to reflect on their learning experiences. Results showed a significant increase in reading comprehension scores after the intervention, supported by a t-value of 21.87 and a p-value of < 0.001. Thematic analysis of qualitative data revealed four key outcomes: improved comprehension through strategic reading, increased motivation and confidence, notable vocabulary growth and language development, and practical application of skills in real-life contexts. Anchored on Interactive Theory (Rumelhart, 1977; Ruddell & Unrau, 2004), the study confirms that reading comprehension is most effectively developed through interactive, contextualized instruction. The findings highlight the potential of Project CLUES as a responsive and replicable model for literacy interventions in flexible learning environments like ALS.