Reading comprehension is the act of understanding what one is reading. While the definition can be simply stated the act is not simple to teach, learn or practice. Reading comprehension is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing. Knowing the fact that reading comprehension is a major problem, the researchers want to propose an intervention in improving the comprehension skill of the students. In connection, the study aims to examine the effectiveness of higher order thinking exercises ‘HOT’ to Grade 10 students’ reading comprehension, how may it help improve their reading capacity. Since reading comprehension is a problem for most educators, the researchers aim to contribute in finding a solution to this problem through higher order thinking exercises. In line with this, the researchers used three categories that are integrated in higher order thinking exercises. These three categories includes Assumptive, Metacognitive, and Predictive that may possibly have a great implication and impact to the effectiveness of higher order thinking skills to reading comprehension. In addition, the researchers used a quantitative study wherein the variables can be measured in numerical form. The researchers particularly utilized a quasi-experimental design. The respondents were the Grade 10 students in Iluminada Roxas Mendoza Memorial High School in Sulucan, Bocaue, Bulacan. With that, the researchers conducted a class instruction targeting literature, in which pre-tests and post-test were given to the 28 participants. They were ranked according to the levels of their levels of comprehension based on their scores in the pretest and in the post-test. Furthermore, the instrument used for gathering and acquiring data and information was adopted from the Scholastic Reading program of Dr. Yanga’s Colleges Inc., On the other hand, t-test was used as a measurement to get the significant difference among means. The researchers utilized a t-test with a 0.01 level of significance. Moreover, based on the collected and gathered data, the results showed that higher order thinking exercises improved the student’s reading comprehension. The results also showed that the intervention created a positive effect on the assumptive and predictive category as the scores in the post-test increased. The score in the assumptive category for the pre-test is 2.82 and 3.96 for the post-test. For the predictive category, the score for the pre-test and post-test are 2.21 and 2.75, respectively. However, it does not created a positive change on the metacognitive aspect with a score of 2.75 for the pre-test and 2.59 for the post-test. The score of the post-test compared to the pre-test decreased. In general, there is significant difference between the scores of the respondents in the pretest and in the post-test for it obtained a mean of 7.96 and 9.39 respectively. The researchers therefore conclude higher order thinking exercises has significant effect to high school student’s reading comprehension skill.