The study investigated the effectiveness of the STORIES (Storyboard Techniques for Optimal Reading Engagement and Skills) intervention in enhancing the reading comprehension of Grade 4 learners at Sto. Niño Central Elementary School in Talaingod, Davao del Norte. Prior to the intervention, students were assessed using a teacher-made reading comprehension test measuring four key indicators: literal, interpretative, evaluation, and creative comprehension. The pretest results revealed an overall mean percentage score of 38.67%, with all indicators categorized as "Very Low," indicating that students had substantial difficulties across all areas of comprehension. Scores ranged from 3 to 14, with the most frequent score being 7, showing significant variability and generally poor performance. After implementing the STORIES intervention, which involved interactive, visual, and learner-centered reading strategies, students’ posttest scores showed marked improvement. The overall mean percentage score rose to 84.17%, placing student performance in the "High" category across all indicators: literal (81.33%), interpretative (86.67%), evaluation (82.0%), and creative (86.67%). The most frequent posttest score was 17, and no student scored below 13, indicating improved consistency and comprehension. A paired sample t-test confirmed that the difference between pretest and posttest scores was statistically significant, t(29) = 27.6, p < .001), with a very large effect size (Cohen’s d = 5.04), proving the intervention’s strong positive impact. Interviews with selected students also revealed increased confidence, motivation, and study habits, such as reading outside the classroom. Students attributed their improvement to the engaging activities, visuals, and personalized reading strategies. Overall, the STORIES intervention significantly improved learners’ reading comprehension, spelling proficiency, and attitudes toward learning, demonstrating its effectiveness as a holistic instructional approach for struggling readers.