Reading is an indispensable skill in various life contexts. Improving students’ reading skills is integral to effectively acquire information, communicate ideas and avail professional development opportunities. However, this is somewhat a difficult skill, requiring massive effort to comprehend the ideas and critical thinking to practice a meaningful reading process. Students should have rich vocabulary, knowledge of grammar, structure, meanings and other prerequisites for significant reading. Hence, this study tested the level of STAP implementation to Grade 7 students of LNHS. Based on their pre and post test scores in reading skills such as vocabulary, reading fluency and reading comprehension to see its significant relationship utilizing the Quasi- Experimental Research Design. The researcher collected data through criterion sampling, pretest and posttest, and survey questionnaires. The implementation of STAP is anchored on the Phil-IRI manual of the DepEd. The research findings imply that there is a significant difference between the pre and posttest scores of the students in vocabulary, reading fluency and comprehension skills. The study reveals that that the STAP implementation has strong positive correlation to the vocabulary (r=0.74) and reading comprehension skills (r=0.75) while moderate positive correlation to reading fluency (r=0.44). It shows that the implementation of STAP, which covers assessment, strategies, student participation, schedule and materials plays a vital role in enhancing students’ reading skills in English. Thus, there is a glaring need to integrate collaboration between the school personnel to an effective teaching-reading.