Department of Education recognizes the challenge and has introduced supplementary interventions to strengthen learners' reading skills. These efforts are vital not only for enhancing individual learner’s achievements but also for improving the nation's overall educational performance and global competitiveness. The study utilized a quasi-experimental design to assess the reading improvement of Grade 5-A pupils at Kamanga Elementary School before and after implementing the MACE approach, utilizing data from the Philippine Informal Reading Inventory (Phil IRI). The research involved pupils from Kamanga Elementary School, with statistical analysis employing z-tests to determine the significance of the changes in reading scores. Descriptive statistics defined the data’s mean and standard deviation, while inferential statistics evaluated the improvement’s significance. Additionally, a focus group discussion was held to interpret the statistical findings and understand the aspects of implementing the MACE approach. The findings of this study demonstrate a significant improvement in the reading and comprehension performance of Grade 5-A pupils using MACE (Meaningful Analysis of Casual Entertainment) approach. The data indicates a substantial shift from high levels of frustration to increased levels of instructional and independent reading. Specifically, the proportion of pupils who read with guidance increased, and the number of learners with reading difficulty decreased.