ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study highlighted the factors affecting the reading comprehension skills of Grade 7 learners at Quezon National High School, Barangay Quezon, San Carlos City, Negros Occidental during the School Year 2025-2026. Through utilizing a descriptive-quantitative research design, it evaluated the demographic profiles of teachers, students, and parents and probed the perceived factors influencing learners’ reading comprehension abilities. Data were collected through structured survey questionnaires and interpreted with Pearson correlation to determine relationships between demographic characteristics and reading performance. The outcomes of the study revealed that multiple correlated factors—such as home environment, early literacy exposure, instructional strategies, and learners’ attitudes toward reading—affected reading comprehension, which was moderate overall with strengths in literal comprehension but challenges in inferential and critical understanding. Significant positive correlations were found between reading comprehension and certain teacher and learner profiles, including age, educational attainment, years of service, and parental education. Socio-economic constraints, limited access to reading materials, and learner motivation were identified as critical challenges to reading proficiency. Based on these results, a school-based reading intervention plan was developed to enhance instructional strategies, foster positive reading attitudes, and promote parental engagement to improve literacy skills. The results offer valuable insights for educators, policymakers, and stakeholders in designing effective literacy programs that address both academic and environmental factors to scaffold learners’ success towards achieving lifelong learning. Keywords — Reading Difficulties, Reading Comprehension, Reading Comprehension Skills, Reading Intervention