This study aims to assess the critical reading skills of fifth-grade learners and examine differences between students from urban and rural schools. Employing a non-experimental quantitative research design with a descriptive method, the study systematically gathers and analyzes numerical data to evaluate reading proficiency. The research focuses on learners enrolled in Grade 5 during the 2024–2025 academic year in Padada District Elementary Schools, including Padada Central Elementary School, Padada South Elementary School, Paulina J. Dinglasa Elementary School, Mariano Sarona Elementary School, and Lower Katipunan Elementary School, all within the Division of Davao del Sur. The study specifically targets 219 learners, selected from a total population of 485 enrolled students using Slovin’s formula to ensure a representative sample. Participants are identified at a frustration level in decoding proficiency based on pre-test reading assessments. Findings indicate that comprehension skills require improvement, as learners achieved only a satisfactory rating in this area. Given these results, the study underscores the need for an intervention program to support struggling readers and enhance their comprehension abilities. The findings serve as a foundation for developing a Vocabulary Development Program, aimed at strengthening students' reading proficiency and overall literacy skills.