Reading comprehension is a fundamental skill that underpins academic success, yet it continues to be a challenge for many students in the Philippines. Recent international assessments, including PISA 2022, have highlighted the country’s low performance in reading, raising concern among educators and policymakers. This study focuses on assessing the literal reading comprehension level of junior high school students at Silanga National High School (SNHS) in Catbalogan City, Samar. Using a descriptive design, the study evaluated students’ ability to identify main ideas, recall details, sequence events, and recognize explicit information. Findings revealed that many students struggle with literal comprehension, particularly in sequencing and recalling details, which hinders their ability to progress to higher-level comprehension skills. Contributing factors such as socio-economic challenges, instructional gaps, and language-related difficulties further affect students’ performance. These results underscore the urgent need for targeted intervention programs that strengthen foundational reading skills, provide adequate support for disadvantaged learners, and integrate effective instructional strategies. The study recommends localized and evidence-based interventions to improve students’ reading comprehension and overall academic performance.