This study was conducted to examine the effectiveness of graphic organizer as intervention for the reading comprehension of Grade 3 learners in Elementary, District of Malay for SY 2022-2023. The quasi-experimental research design was employed in this study. The participants of the study were randomly selected 40 pupils and they were match-paired based on their Academic Performance in English. Then, twenty (20) pupils for control group and twenty (20) pupils for experimental group. Percentage, mean, Mann-Whitney U Test, and Wilcoxon Signed Rank Test were used to compare the effectiveness of graphic organizer as intervention to enhance the reading comprehension of the students. A pre-test conducted for both the control group (conventional method) and experimental group (graphic organizer) showed “did not meet expectation”. After the implementation of interventions, post-test results showed that control group exhibited “did not meet expectation” while experimental group revealed an “outstanding” result. When the pre-test results of both groups were being compared, the result revealed that there is no significant difference between the mean score of both groups and it is concluded that both groups have the same level of prior knowledge. On the other hand, the result of comparison between the pre-test and post-test results of control and experimental groups exhibited that there is significant difference. For this reason, both the conventional method and the utilization of graphic organizer proved to be effective. Nevertheless, the post-test results of both groups were being compared and the result revealed that there is significant difference between the mean scores. Consequently, it is concluded that supplementation of graphic organizer enhanced the pupils’ reading comprehension better than conventional method. Hence, the study recommended that graphic organizer can be integrated in teaching and learning English for constant enhancement of the competency level in English.