This study aimed at finding out the pre and posttest mean percentage scores (MPS) in relation to Reading Comprehension Skills taught using the Interactive Reading Approach (IRA) to the Grade 11 Senior High School learners of Maslog National High School, Maslog, Eastern Samar in terms of the reading comprehension skills: noting details, sequencing ideas and events, making inferences, predicting outcomes, evaluating ideas and making judgments, distinguishing facts from opinion, identifying characters, and determining plot and recognizing theme. Quasi-experimental design specifically single group pretest- posttest was used and the sample selected were 30 students where 15 from GAS and 15 from TVL Senior High School learners. All learners underwent pre-test, discussion using the IRA approach in teaching reading and posttest. Based on the research findings, the pretest means scores of the learners are low but has a very small difference from the mean percentage scores of the respondents in the posttest. All reading comprehension skills are less than 0.05 level of significance except for noting details which has .131 p-value and making inferences which has .111 p-value. Both reading comprehension skills are accepted the null hypothesis and interpreted as not significant. Nevertheless, the result show improvement after the process of interactive reading approach taught to Grade 11 GAS and TVL learners. This means that the Grade 11 GAS and TVL learners show a noticeable improvement in their scores in the posttest compared to the pretest as an output and a result taught using the Interactive Reading Approach (IRA) of teaching reading. Index terms: Interactive Reading Approach (IRA), Reading Comprehension Skills, Senior High School learners, General Academic Strand, Technical-Vocational and Livelihood.