This research study investigated the effectiveness of the Peer-Assisted Learning Strategy (PALS) as an intervention program designed to enhance reading comprehension skills among Grade 5 students. The primary objectives included improving reading comprehension abilities and fostering basic comprehension through engaging reading activities. Employing a quasi-experimental research design, data was collected to assess the impact of PALS on the targeted student cohort. The findings of the study revealed that PALS was indeed effective in enhancing the reading comprehension skills of Grade 5 students. The noticeable improvement in performance between pre-test and post-test assessments underscored the program's efficacy in promoting reading readiness skills. This positive outcome can be attributed to the innovative strategies employed within the PALS framework. The results also suggest a promising trend towards addressing reading proficiency issues among Grade 5 students in Magugpo Pilot Central Elementary School. Based on these encouraging findings, it is strongly recommended to continue and further develop the Peer-Assisted Learning Strategy as it has the potential to significantly contribute to ongoing efforts aimed at improving reading comprehension skills in this age group. This study provides valuable insights into the design and optimization of reading intervention programs for young learners, thereby supporting their academic achievement and overall educational success.