This study examined the effectiveness of graphic organizers (GOs) in enhancing English reading comprehension among 36 Grade 6 learners in Abulug, Cagayan, using a quasi-experimental pre-test/post-test design. The experimental group, taught using three GOs, showed significantly greater improvement than the control group taught through traditional instruction. Grounded in Vygotsky’s ZPD and Gardner’s Multiple Intelligences, results revealed a large effect size (Cohen’s d = 6.23), underscoring the strong impact of GOs on comprehension. The findings support integrating GOs into instruction and recommend teacher training and curriculum support. Despite limitations in sample size and randomization, the study affirms GOs as effective tools in reading instruction.