The Reading Comprehension Level of Grade 7 Students in Conner Central National High School: A Basis for A Comprehensive Reading Intervention Program

Reading is a fundamental skill that serves as the cornerstone of learning and academic success. It is not merely the ability to decode words on a page but a complex process that involves comprehension, interpretation, and critical thinking. This study assessed the reading comprehension levels of Grade 7 students at Conner Central National High School in Ripang, Conner, Apayao during the third and fourth quarters of School Year 2024–2025. Employing a descriptive survey design, the research involved the entire Grade 7 population across three sections, with a total of 110 respondents. Frequency and percentage were used to describe the students’ profiles, while weighted mean were applied to evaluate their reading comprehension strategies and performance. Findings revealed that a substantial number of students remain at the Developing and Satisfactory levels, indicating limited ability to fully comprehend academic texts across subject areas. This gap underscores the urgent need for a comprehensive, evidence-based reading intervention program that integrates strategic techniques, individualized support, and continuous assessment. Strengthening skills such as vocabulary development, inferencing, summarizing, and critical reading is essential to foster a more inclusive learning environment. Ultimately, improving reading comprehension is not only an educational priority but also a crucial step toward empowering learners with the tools for academic success and cultivating a culture of reading excellence within the school.