Reading is a critical skill that enables learners to access knowledge across subjects and supports academic growth. However, some Grade 3 learners face difficulties in essential reading skills, including word recognition, reading fluency, and comprehension. Identified as struggling readers, these learners need targeted instructional support and structured learning activities to improve their literacy. This study developed and evaluated structured reading intervention materials, Bright Readers 3, to enhance the reading performance of struggling Grade 3 learners. It also assessed the materials’ acceptability and examined whether learners’ reading skills improved after the intervention. A developmental research design using a one-group pretest– posttest approach was employed. Eighteen Grade 3 learners, identified through the Comprehensive Rapid Literacy Assessment (CRLA) pretest, participated in the four-week intervention. Four to five reading activities per week focused on word recognition, fluency, and comprehension. Experts validated the materials based on content, format, presentation, and accuracy. Quantitative data were analyzed using mean and standard deviation, while the Wilcoxon Signed-Rank Test and Paired t-test assessed significant improvements. Results showed the materials were highly acceptable, with an overall mean rating of 3.85. Learners’ reading performance improved across all components after the intervention. Significant improvements were found in word recognition (Z = -3.741, p < .001), reading fluency (t = -31.269, p < .001), and comprehension (Z = -2.049, p = .040). These findings indicate that structured, multi-component reading interventions effectively enhance literacy skills and provide practical support for improving reading instruction in elementary classrooms.