This research aimed to determine the relationship between reading motivation and reading comprehension among Grade 6 learners of Sto. Niño Dela Paz Elementary School, Loon South District, Division of Bohol during the School Year 2025–2026, as basis for reading exercises. Using a descriptive-correlational design, the study gathered data through a survey questionnaire covering the learners’ profile, their level of intrinsic and extrinsic reading motivation, and their comprehension skills in identifying main ideas, supporting details, making inferences, predicting outcomes, and using context clues. Frequency, percentage, weighted mean, standard deviation, and Pearson-r were used to analyze the data. Results showed that learners had a generally moderate level of reading motivation, with high motivation observed in persistence and challenge enjoyment but lower motivation in adventure and mystery reading. Their reading comprehension skills also varied across different areas. A significant relationship was found between reading motivation and reading comprehension, indicating that more motivated learners tend to comprehend better. Based on these findings, a set of Reading Exercises was developed to help strengthen both motivation and comprehension, focusing on engaging genres, interactive tasks, and skill-building activities suited for Grade 6 learners.
administration and supervison, descriptive, Bohol, reading motivation, reading comprehension, intrinsic and extrinsic motivation, literacy skills, reading exercises.
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