Reading comprehension is the heart and goal of reading, since the sole purpose of reading is to gather meaning from the printed page. The main purpose for reading is to comprehend the ideas in the material. Without comprehension, reading would be empty and meaningless. Nowadays, reading comprehension continues to be an area of concern among many public elementary schools. Among educators, reading comprehension is a focal point that needs a great deal of attention. At present, the application of manipulative in several fields is observed potential to cause success in developing students' skills in reasoning, analyzing and problem solving ability. Rittle-Johnson et al (2005) and Holmes (2013), stated that through interaction with manipulative, students were able to relate concepts and ideas to practical, real-world experiences.

Thus study would be a meaningful educational activities and the use of reading intervention materials might have an impact on student achievement. Using reading intervention materials as cognitive tools to improve the reading comprehension skills and encourage learners' reflections on retaining the information. The reading intervention materials would serve as a workable guide on how to effectively improve the reading comprehension for public elementary learners of Caloocan North II and its implications to further the present quality education with a heart.

The Grade five learners who were classified in frustration level in the pre-test result of Phil.Iri for the School Year 2018-2019 in Kalayaan Elementary, Gabriela Elementary and Rene Cayetano Elementary are the respondents of the study. The researcher were get 20 respondents from each identified school using stratified random sampling; and 10 teachers of English in each school were used as subjects. T-test was employed to determine the significant difference between the pre-test and post test mean scores of pupils' respondents.

Based on the comparison of the pre-test and post test mean scores, the performance of the pupils has improved after using the reading intervention materials.

The use of reading intervention materials during remedial classes was an effective tool in the learning process that helped increased the reading comprehension skills of the students' respondents as revealed by the result of the pre-test and post test scores. The statistical tools used to measure the reading intervention material were weighted mean, t-test and scale. The material was validated by the Master teacher, LRMDS Coordinator, English Coordinator and Grade level chairman. The reading intervention material met the standards reflected by the evaluation conducted to the respondents.

Furthermore, the following conclusions were drawn: 1. The proficiency level shows a low mean, low Sd and an MPS below 70%, thus there is no mastery among learners in terms of the level of reading comprehension skills of Grade five learners. 2. The developed reading intervention materials enhanced the reading level and comprehension of the pupil's respondents and they are more Interested and engaged in reading. 3. The developed reading intervention materials passed the entire criterion required in the LRMDS evaluation Rating Form of Print Resources. 4. The increase in the mean score in the post test from the pre-test is due to the use of developed reading intervention materials. Therefore, the developed reading intervention materials enhanced the reading level and comprehension of the Grade five learners. 5. The result shows that the null hypothesis is rejected; therefore, there is a significance difference between the pre-test and post test score of Grade five learners. 6. Evidently, the challenges encountered by the teacher during the implementation of the reading intervention materials have something to do with lack of cooperation from both the teachers, pupils, parents and school. 7. It was recommended that there is a need for the implementation of Reading Enhancement Program for Grade five learners. The program was the "Project STAR (Share the Art of Reading)".

Based on the findings and conclusion of the study, the researcher humbly recommend the following: 1. Teachers must identify immediately the pupils with reading difficulties so that the proper dealing, diagnosis and reading intervention materials may be given. 2. Develop reading intervention materials in teaching reading in other topics and in other subjects that is aligned to Grade five curriculums to increase the pupils' reading comprehension and encourage teachers to utilize the reading materials in teaching since it enhances pupils' reading level and comprehension. 3. LRMDS can make use of the study to help the procurement, production and redevelopment of learning resources. 4. Teachers should be encourage to be more innovative by creating necessary reading intervention materials that can appeal to the senses of learners, arouse their interest, encourage their participation, make learning more meaningful and promote academic standard, 5. Parents are encouraged to invest in reading materials like books instead of toys and electronic gadgets because reading materials are very effective in developing reading skills and comprehension of their children. 6. Parents should support the Reading Intervention program of the school by following up at home the reading practices and the good reading habits for their children. 7. The government should provide reading materials in school to enable teachers use them in instruction.

For this, the researcher encourages teachers to never stop find, develop and innovate ways to improve the reading comprehension of their students.