Artificial intelligence (AI) is increasingly used in literacy instruction to support struggling readers through personalized and adaptive learning tools. This qualitative phenomenological study explored elementary teachers’ experiences using AI to support readers in Grades 1 to 3. Six teachers participated in semi-structured interviews examining how they use AI tools, evaluate AI-generated reading materials, and address ethical and accuracy concerns. Thematic analysis revealed three major themes: AI as a tool for personalized reading support and engagement; teachers’ critical evaluation and adaptation of AI-generated materials to ensure linguistic accuracy, curriculum alignment, and cultural relevance; and ethical concerns related to data privacy, algorithmic bias, equity, and reliability. Findings highlight that teachers act as critical mediators who ensure responsible AI integration through professional judgment and ethical awareness. AI enhances reading support but requires human oversight, AI literacy, and institutional support to ensure equitable and effective literacy instruction.