Reading comprehension is considered a crucial skill for students, especially in learning areas that use English as the medium of instruction. Based on the 2022 overall report from the school-based Phil-IRI pretest assessment, students’ competency levels in reading were found to be alarming. This study proposed an intervention module based on the GBI-LiSSK model to improve the reading competency of Grade 10 learners identified at the frustration level in reading comprehension. To address their reading difficulties, the participants took part in a quasi-experimental intervention conducted during the third quarter using GBI-LiSSK model-based materials. Findings showed that out of 20 participants, 9 demonstrated improvement, moving from the frustration level to the instructional level. Five participants did not change in terms of reading level but showed increased scores, while six progressed to the independent level. Overall, the data indicated a trend of improvement among the participants. Additionally, reading speed levels also increased based on pre-test values, although the gains were not sufficient to advance participants to a higher reading level. Despite noticeable improvements in two of the assessed dimensions, most participants remained at the frustration level. The results highlight the potential of the GBI-LiSSK-based intervention model to enhance students’ reading comprehension skills, reduce their apprehension in understanding text passages, and improve their academic performance across various learning areas.