Filipino students are unable to identify and manipulate phonemes, thereby impairing their reading comprehension skills. In response, the research "Digitized Reading Material: An Interactive Tool for Phonemic Awareness and Reading Comprehension Skills" examines the effectiveness of a digitized reading intervention on these skills. The research employed a one-group pre-test and post-test design to compare (43) Grade 7 students of Tuyongan Integrated School (2024-2025). One group pretest-posttest design observes one group without using a control group. The respondents are selected based on the PHIL-IRI Group Screening Test, a Department of Education assessment tool. The instrument is a researcher’s made questionnaire and was validated by a panel of experts, and underwent pilot testing for reliability test. The following are the essential findings of the investigation: During the Pre-test, the respondents had an “average” performance indicating the respondents could manipulate sounds in words at a minimum level but still experienced difficulties with more challenging phonemic activities. Further, Post- test Performance, the respondents performed at a "high" level after the intervention. The capacity of the respondents to manage sounds in words increased immensely. They can now decode words reliably, which increases their reading comprehension and also, exhibit higher abilities in determining key concepts and analyzing information. Furthermore, there was a significant difference between pre-test and post-test performances of the respondents. The study’s results underscore the positive effect of digitized reading material in the phonemic awareness and reading comprehension skills of the respondents.