This study used a mixed-method research specifically an explanatory research which aims to measure the effectiveness of module on paraphrasing anchored in K-12 English Curriculum Guide of Grade 7 in reading comprehension achievement of students. The participants of this study were the 93 randomly selected Grade 7 students enrolled in one High School in the province of Iloilo for the S.Y. 2015-2016, 47 participants for the conventional and 46 participants for the modular. The first intervention is the module on paraphrasing anchored on the K-12 English Curriculum Guide for Grade 7 was administered in Group A. The construction of the module was based on the ADDIE model. The second intervention is the conventional way wherein the teaching of literature is done through discussion with visual aids. The development of visual aids was based on the ASSURE Model. The participants had improved their reading comprehension in both approaches. However, there is a higher increase in reading comprehension achievement to those who were exposed to module on paraphrasing. Furthermore, based on the interview conducted, students exposed to both approaches find paraphrasing difficult and emphasized synonyms as their weakness. Despite the positive impact of the material developed, the teacher’s role in facilitating the learning process remains essential.