Reading is a fundamental skill that enables learners to access the essential knowledge needed to accomplish learning tasks and achieve desired learning outcomes. The rationale of the study is to determine the impact of Project STRIDE Reading Intervention Program to the non-readers in grade 7 of Kapayapaan Integrated School SY 2022-2023 based on Phil IRI reading assessment results and responses to the interview questions that described their generally positive experience in the intervention. The study used a mixed method research design. The reading levels of the participants were determined using the pretest and posttest followed by t-test to analyze significant difference in word reading, comprehension, and reading speed after the reading intervention program. The results show that from a non-reader status, the participants gained improvements corresponding to instructional level in word reading and independent level in comprehension. Individuals reading at an instructional level can still comprehend written material. The instructional level is a reading level at which an individual can read with assistance or guidance to understand and interpret the content. The study implied the importance of having capacitated reading teachers as facilitators of the reading intervention, consistent and responsive participants and structured learning sessions with technology-based instructions and periodic assessments in reading until learners can read at their grade level.