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This study involved 707 Grade 11 students and 16 English teachers from four secondary schools in the Bontoc I and II Districts, Division of Southern Leyte, during the academic year 2019–2020, and focused on the development of a Worktext in Reading Skills. It employed a descriptive quantitative research design using a survey questionnaire and a teacher-made proficiency test. The questionnaire determined the extent to which least-learned reading skills were developed, while the test measured students’ proficiency levels. Data were analyzed using frequency count and mean. Findings revealed that students’ achievement level was Satisfactory, with a mean percentage score of 41.05%, indicating a need for improvement. All identified topics in English were found to be satisfactorily developed, while teaching approaches were only sometimes employed by teachers. Additionally, all cited problems were consistently experienced by teachers, suggesting persistent challenges in teaching reading skills. These results highlight the need for immediate and effective interventions to improve academic performance. The study concluded that students were at a Developing level in reading proficiency, emphasizing the necessity of designing and utilizing a Worktext in Reading Skills Development for Grade 11. It is recommended that teachers adopt Department of Education programs and implement varied strategies and interventions to enhance reading performance. Furthermore, well-planned lesson guides using diverse approaches should be utilized to effectively support students’ reading development. Future studies in other divisions are also encouraged to validate these findings.