Reading comprehension research has a long and rich history. There is much that we can say about both the nature of reading comprehension as a process and about effective reading comprehension instruction. Most of what we know have been learned from the past decades. Furthermore, many have explored on reading comprehension and most of these focused on the English subject. Yet, there is a need to broaden the teachers' horizon by extending reading comprehension skills to Filipino subject.

An important role for the Filipino subject teacher in teaching reading comprehension is in choosing the texts to use and the different reading selections in Filipino. At least some of the texts used during these different phases of comprehension instruction should be chosen to be particularly well suited to application of the specific strategy being leamed Just as many have recommended using texts in decoding instruction that emphasizes the particular sound-letter relationships students are learning, a recommendation on linking closely the comprehension strategy being through to the texts to which it is initially applied and practiced. For example, a good text for learning about the prediction strategy would be one that students have not read before (hence, they would not already know what happens next), that has a sequence of events, and that provides sufficient clues about upcoming events for the reader to make informed predictions about them. Also, as is recommended for decoding instruction, careful attention to the level and demands of texts used must be suited in different phases of instruction, especially during the early phases. When students are first learning a comprehension strategy, they should encounter texts that do not make heavy demands in other respects, such as background knowledge, vocabulary load. or decoding. Later, of course, students must be asked to apply the strategy to the range of texts they will meet during every day reading-in reading/ language arts, in content area classes (ie., social studies, science, and mathematics), and in their own Filipino subject. The researcher, a Filipino teacher in grade six in the public school has questions that worry her which include the following: Will reading comprehension be understood in all of its complexity? Even the brief description at the beginning of understanding of what good readers do when they read makes it clear that comprehension is complex. It has been difficult to convince many that decoding entails more than simply letter-by-letter "sounding out" Teaching reading comprehension skills in Filipino subject is very challenging it entails creativity and innovativeness on the part of the teachers. Hence, this paper will shed light on this issue.

This paper specifically answered the following questions: What is the level of reading comprehension in Filipino of Grade VI pupils based on PHIL- IRI?, What is the reading performance of Grade VI pupils before and after the use of the reading selections developed by the researcher based on their mean scores?, Is there a significant difference between the pre-test and posttest mean scores of the respondents? and What are the comments and suggestions of teachers on the researcher made reading selections?
This study employed a descriptive explanatory quantitative design. The quantitative research method was used to describe reading comprehension level of the pupil respondents. It also described the performance of the pupils before and after using the selections developed by the researcher.
The researchers found out that 62% of the pupil-respondents belong to the frustration level with 62 % which is in rank 1, followed by 31% of them instructional level which is in rank 2 and 75% of them at independent v which is in rank a

The reading performance of pups in Grade 6 Filipino class in terms of comprehension, at the frustration level means that pupil respondents got 75% and below correct answers. On the other hand, those under instructional level got 75%-80% correct answers, and pupil respondents who are under independent level got 90% - 100% correct answers. In the pretest 51% of the pupil respondents are Good, 32 % of them are Very Good. 10% of them are Excellent and 7% of them are fair. The posttest revealed that the performance of the pupils increased. There is a significant difference on the mean scores of pupil respondents in the pre-test and posttest.

The mean score of respondents in the pretest is 14.32 with a standard deviation of 22.98 while the posttest has a mean of 15.9 with a standard deviation of 23.21. the calculated t-test was 2.20 lower than the tabular value 1.65 at 00.05 level of significance. With regards to the standard deviation of the pretest and the posttest, the posttest's standard deviation is wider than the pretest same with the mean posttest which is higher than the pretest. Hence, a significant difference between the pretest and posttest was revealed Thus, null hypothesis that "There is no significant difference between the pretest and posttest mean scores of the respondents before and after the use of the developed selection" was rejected. It implies that the developed selections have helped the respondents learn.

The rated comments and suggestions of teacher respondents on the developed reading selections for reading comprehension in Filipino 6 are: varied and address the pupils' interest which is excellent, selections strengthen comprehension skills which is very satisfactory, selections are interesting which is also very satisfactory; selections are clear and simple which is also very satisfactory; and selections are localized and contextualized which is satisfactory.