This study examined the significant effect of Six-Minute Fluency Reading Intervention on the fluency and comprehension skills of Grade Five pupils. The respondents of the study were 20 Grade Five pupils of N.J. Ingore Elementary School, SY 2015-2016 using one group pretest-posttest design. The instrument used to gather the data was the standardized tools of Six- Minute Solution Reading Intervention Program. The statistical tools used were mean, standard deviation, and Pearson r using the (SPSS) set at 0.05 alpha level. The fluency level of Grade Five pupils as a whole (M= 68.25, std. dev.= 22.57) was instructional level prior to intervention. Their fluency level (M=88.00, std. dev.= 24.80) was instructional level after the intervention. Reading fluency as a whole increased with the mean of 20.25 after Six-Minute Fluency Intervention. Before the intervention was conducted, the Grade Five pupils independent level was Level 1 (M=1.80) the instructional level was Level 2 (M= 2.40) and the frustration level was level 3 (M=3.4). However, after the Six-Minute fluency Intervention was conducted, the Grade Five pupils independent level was Level 2 (M= 2.45), the instructional level was Level 3 (M=3.45) and the frustration level was Level 5 (M=4.45). There is a significant difference between fluency and comprehension skills of the Grade Five pupils after the use of Six-Minute Reading Fluency Intervention Program ( t-v = -6.19, Sig. =0.00). There is a significant relationship between fluency and comprehension skills (Sig. =0.02).