Reading and reading comprehension are interrelated skills. In order for students to be able to comprehend what they are reading, they also have to develop their skills in identifying main ideas, making inferences, understanding vocabulary, and determining supporting details. In this context, the goal of this study was to assess the reading comprehension level of grade 3 learners in preparation for a proposed intervention plan. This study employed a descriptive research design using a self-made test instrument to assess the reading comprehension level of 87 grade 3 learners. The data were statistically analyzed using frequency, percentage, mean, and t-test. The results revealed that the participants were mostly males, came from lower-income families, and resided near school. Overall, the reading comprehension skills of grade 3 learners across areas were at the instructional level. When grouped according to sex, average family monthly income, and distance of home to school, the reading comprehension of grade 3 learners were at the instructional level. Further, no significant difference was found in the reading comprehension level of grade 3 learners across areas when compared according to variable sex, average family monthly income, and distance from home to school. The study calls for school heads and reading teachers to work together to implement targeted interventions by considering learners’ background profiles to address least mastered skills, particularly for learners at the frustration level.