Literacy is an essential foundation for lifelong learning, social participation, and academic achievement. However, assessments such as the Program for International Student Assessment (PISA) and the Philippine Informal Reading Inventory (Phil-IRI) reveal that Filipino learners continue to perform poorly in reading literacy, indicating a critical need for evidence-based interventions. This study examined the effectiveness of the structured reading program on the literacy development of Grade 1 learners in selected public elementary schools in the Division of Rizal for the school year 2025–2026. Specifically, it determined the level of teacher preparedness, extent of program implementation, and perceived effectiveness of the program in developing learners’ phonemic awareness, vocabulary, fluency, comprehension, and spelling accuracy. Anchored on the Simple View of Reading Theory and the Cognitive Information Processing Theory, the study utilized a descriptive-quantitative research design with Grade 1 teachers as respondents. Data were gathered through a validated researcher-made questionnaire and analyzed using descriptive and inferential statistics to determine relationships and differences among variables. Findings revealed that teachers are highly competent, adequately trained, and well-prepared to implement structured reading programs. The program was consistently applied across schools and perceived to significantly improve literacy outcomes, particularly in spelling and vocabulary, though further emphasis on phonemic awareness remains necessary. Moreover, results indicated a positive but weak correlation between teacher preparedness and program effectiveness, while demographic variables showed no significant influence. The study concludes that structured reading programs, when implemented systematically by competent teachers, substantially enhance literacy skills among Grade 1 learners. Hence, the proposed Project READI (Reading Enhancement through Active Development and Instruction) is recommended to further strengthen teacher proficiency, ensure consistent implementation, and sustain literacy growth in the early grades.