In the Phil – IRI Group Screening Test (GST) at Doña Rosario C. Valdivia Elementary School, 56 out of 87 intermediate learners scored below the cut-off point for referral. This means that from grades 4, 5 and 6, only 31 learners passed the GST. The outcome is concerning and if the problem is not addressed properly and promptly, it will have a negative impact on pupils’ learning and achievement in other subjects. 

This action research aimed to investigate the impact of integrating digital literacy tools, specifically RazKids, on reading engagement among intermediate learners. It sought to answer the following questions: (1) What is the mean percentage score (MPS) of the participants in Reading Engagement before and after the integration of digital literacy tools? (2) Is there a significant difference in the Reading Engagement Mean Percentage Score (MPS) of the participants before and after the integration of digital literacy tools? (3) How can the intervention have implemented impact the reading engagement and comprehension of the intermediate learners? (4) What are the experiences of the teachers and pupils throughout the use of the digital literacy tools? (5) What actions can be taken based on the results of this intervention? 

Thirty-six (36) learners from grades 4, 5, and 6 at Doña Rosario C. Valdivia Elementary School participated in the study, selected through purposive sampling based on their level determined by the PHIL-IRI Pretest report. Data were analyzed using descriptive and inferential statistics to assess the impact of digital literacy tools on reading engagement.