This study which adopted the descriptive and developmental design dealt on the formulation of prototype learning activities aimed to improve Grade 11 students' performance in text comprehension, particularly focused on "interpretative and applied levels of comprehension", which were found to be more challenging to the students. The design of the learning activities is based on guidelines inferred from the merits of research findings. Generally, the students access both home-based "print and electronic reading materials in English". Print materials include "books, magazines, encyclopedia, newspapers, pamphlets, and dictionaries", while electronic materials include "e-books, and readings that are downloadable via internet or through other electronic media channels". The students' access to "print materials" (ave. freq.) is slightly higher that their access to "electronic materials" (ave. freq). Most of the students access "books" and "magazines" found in their homes. Among the least accessed materials at home are "newspapers, pamphlets, and dictionaries ." The students access a broad range of media types, which include: "internet, television, radio / electronic audio gadgets (for music and for news programs), and newspapers / magazines". Mostly accessed are the "internet" and "television. However, there are more students who access internet than the so-called "traditional media", such as "television", "radio and other electronic gadgets for listening to music, "newspapers and magazines" and radio for listening to news. The students' level of performance in text comprehension range from "Outstanding" (maximum) to "Fairly Satisfactory" (minimum), majority of whom registered as "Outstanding", while the remainder range from having "Very Satisfactory" "Satisfactory", and "Fairly Satisfactory" levels of performance. Moreover, majority of the students obtained a perfect score in "literal, interpretative, and critical" levels of comprehension in contrast to their inferior scores under "applied comprehension". A synopsis of the scores revealed that the students were generally more challenged in terms of interpretative and applied levels of comprehension. Statistically, none of the variables were found to be significantly related or associated to their performance in text comprehension. The study's findings were discussed in comparison and contrast with previous researches in the same field. Several recommendations are offered based on the merits of the findings which taps the agency of teachers, school, administrators, parents, and instructional material designers as to their complementary roles in improving instructional conditions and strategies in the constant pursuit to develop students' performance in text comprehension.