This study examined the effectiveness of a digital reading platform in improving the reading fluency and comprehension of Grade 4 pupils at Manara Integrated School in Sagay City, Philippines. The research employed a quasi-experimental one-group pretest–posttest design to measure changes in pupils’ reading performance after exposure to the intervention. The digital platform Raz-Kids served as the instructional intervention, while the Philippine Informal Reading Inventory was used as the primary measurement tool for assessing reading fluency and comprehension. Twenty Grade 4 pupils participated in the study. Pretest results indicated that most pupils were performing below expected reading proficiency levels, with 65% classified at the frustration level, 30% at the instructional level, and only 5% at the independent level. After an eight-week intervention using Raz-Kids, notable improvements were observed. Posttest results showed a decrease in frustration-level readers and an increase in instructional and independent readers. Mean fluency scores improved from 63.45 (SD = 7.12) to 81.30 (SD = 5.61). A pairedsample t-test revealed a statistically significant improvement in reading fluency (t = 12.05, p < .05) with a very large effect size (Cohen’s d = 2.41).The findings suggest that structured digital reading platforms can enhance pupils’ fluency and comprehension by providing leveled texts, audio-supported reading, immediate feedback, and opportunities for repeated reading practice. The integration of digital reading tools in literacy instruction therefore presents a promising strategy for improving reading performance among elementary learners. However, the study is limited by its small sample size and the absence of a control group, which restricts the generalizability of the findings. Future studies using experimental designs and larger samples are recommended to further validate the effectiveness of digital reading interventions in the Philippine context.