Abstract This descriptive study primarily aimed to determine the level of comprehension of Grade 7 students. Specifically, it aims to answer the following questions: (1) What is the comprehension level of Grade 7 students when taken as a whole?; (2) What is the comprehension level of Grade 7 students when exposed to: Motion Picture and Paper in Motion; (3) What is the comprehension level of Grade 7 students based on the following skills when exposed to motion picture and paper in motion: A. Noting Details, B. Inferring Character Traits, C. Sequencing Events, D. Making Conclusions and E. Comparing and Contrasting; (4) Is there a significant relationship between motion picture and paper in motion in establishing the comprehension levels of Grade 7 students? The Special Science Class Grade 7 – Procyon students of Iloilo National High School, school year 2015 – 2016 were the participants of the study. Prior to the study, permit to conduct the study was secured from the school principal who referred the researchers to the program headof the Special Science Class. The researchers prepared a checklist containing movies and books that attracts the interest of the youth of the present generation. The results achieved from the checklist which was given to the sample last November 27, 2015 were used to identify the contents of the researcher – made test. The test was composed of a total of 90 items consisting 45 items from motion picture and 45 items from paper in motion. It was duly validated by the English teachers of the above mentioned school and it was conducted last December 7, 2015. This study has found out that: (1) The comprehension level of Grade 7 students when taken as a whole was in instructional level. ; (2) The comprehension level of Grade 7 students when exposed to motion picture and paper in motion were both in instructional level; (3) When the students were exposed to motion picture, noting details and sequencing skills are on frustration level while inferring character traits, making conclusions, and comparing and contrasting skills were on instructional level. Moreover, when the students were exposed to paper in motion, the skills, inferring character traits, sequencing events, and making conclusions were on instructional level. The only skill that belonged to frustration level was comparing and contrasting; and (4) There was a significant relationship between motion picture and paper in motion in establishing the comprehension level of Grade 7 students, hence, the hypothesis was rejected. Therefore, the use of motion picture and paper in motion as learning resources affects the development of the students’ comprehension level in reference to the group of students being chosen as the respondents of this study.