This study investigates the relationship between Senior High School (SHS) students' reading comprehension levels and their English performance, with a focus on instructional planning. Conducted at two private institutions in Cagayan, Philippines, it employed a descriptive-correlational design. Findings reveal significant associations between English performance and factors such as age, parents' monthly income, and printed resources at home. Additionally, help-seeking behavior emerges as a significant predictor of both English performance and reading comprehension levels. Recommendations include promoting home reading habits, enhancing classroom practices, and providing individualized support for students. School administrators are urged to support reading programs, while future research is encouraged to explore these dynamics on a broader scale. This study offers insights for educators and policymakers seeking to improve reading comprehension outcomes among SHS students.