Reading is basic to all learning, both in learning in general and in acquisition of languages. This one-group quasi-experimental action research determined the effects of Scaffolding Strategies in the level of reading comprehension skills of Grade 7 Students of a national high school in Zambales, Philippines. The study involved a total of forty-four students. A pretest/posttest served as the main instrument used to measure the students’ reading comprehension skills in terms of making predictions, getting the meaning through context clues, determining text importance, making inferences, and making connections. Results revealed that the level of reading comprehension skills of Grade 7 students before the application of Scaffolding Strategies is Approaching Proficiency. Students belong to Approaching Proficiency level in making predictions while they are developing in terms of making inferences, making connections, determining text importance, and getting the meaning through context clues. The level of reading comprehension skills of the students after their exposure in the Scaffolding Strategies is still Approaching Proficiency level but with higher mean score. The students are Approaching Proficiency in terms of making predictions, making inferences and getting the meaning through context clues. The study concludes that there is a significant difference in the reading comprehension skills of the students before and after their exposure on the Scaffolding Strategies. Based on the findings, it is recommended that teachers may continue to innovate and customize different scaffolding strategies to keep abreast with the emerging trends in English teaching towards better reading comprehension among the students.