This study aimed to test the effectiveness of an experiment with regard to developing the reading literacy among Grade I learners in the District of Candelaria. This research is quantitative in nature which utilized an experimental design where the experimental group, 99 pupil-participants from public elementary schools in Candelaria, were selected as the study subjects and involved one group pre-test post-test design. The researcher utilized the following literacy strategies: Read-Aloud, K-W-L Charts, Graphic Organizers, Vocabulary Instruction, Writing to Learn, Structured Note-taking, and Reciprocal Teaching and engaged the pupil-participants in multiple readings of the texts over the course of eight weeks. Data gathered were analyzed using frequency distribution, descriptive statistics, and inferential statistics, specifically, T-test and One Way Analysis of Variance. The findings revealed that there is a significant difference on the performance of Grade I pupils in their reading competence based on the pre-test and post-test evaluation thus, utilizing a proper intervention can be instrumental in improving pupils’ reading comprehension skill. Additionally, the study found out that there is no significant difference on the effectiveness of reading competence strategies before and after the activity.