This study was conceived with the purpose of utilizing a reading intervention for Senior High School learners particularly in Grade 12 through Project GAMER or Gamification Approach towards Modified Exercises in Reading. The study employed descriptive-experimental research through finding the significant difference of pre-assessment and post-assessment results. This also included feedback on the subjects’ perception on the materials used in the intervention, its process, and implementation. The learners responded positively towards the implementation of Project Gamer. Respondents found gamified reading activities as engaging means of delivering reading activities without compromising the main objectives of the reading sessions. There is an increase Independent Reading Profile of the respondent – making the Instructional Reading Profile decrease. Additionally, the difference between Pre-Test and Post-Test Assessment Profiles of the respondents obtained a p-value = 0.000125. This means that there is a significant difference between the Pre-Test and Post-Test Assessment Profiles of the respondents. Through gamified reading activities, students’ experiences became more meaningful because of their involvement and engagement – thus, better understanding reading lessons and improving their comprehension levels. The study was conducted during Quarter 1 of SY 2024-2025 at Santisimo Rosario Integrated High School. Through Project GAMER, students in SHS are given interactive learning opportunities to help them in improving their reading skills, reinforcing further the school’s program in reading English.
