This study assessed the reading attitudes, reading strategies, and multimodal text comprehension of Junior High School (JHS) students at Negros Occidental National Science High School (NONSHS) with a sample size (n=199) using a descriptivecorrelational design to develop a Reading Intervention Program. Statistical analysis employed Mann-Whitney U, Kruskal-Wallis, and Spearman rho. Data gathered through a researcher-made questionnaire, the MARSI, and a comprehension test revealed that students exhibited moderate reading attitudes and moderate multimodal text comprehension, despite having a generally high use of reading strategies. Specifically, problem-solving and support strategies were frequently used, while global strategies were moderate. Higher year levels demonstrated better comprehension, and while sex did not significantly affect attitudes or strategies, year level significantly influenced support strategy use and comprehension. Statistical analysis showed a significant but negligible positive relationship between reading attitudes and strategies, but notably, a negative correlation was found between passive reading attitudes and multimodal comprehension. The study concludes that enhancing students' active engagement and strategic reading behaviors is essential for improving multimodal literacy, particularly in contexts like distance learning. A Reading Intervention Program was designed based on these findings to strengthen reading attitudes, strategy use, and comprehension among the junior high school students.