Abstract. Reading proficiency in the early grades remain a persistent concern in multilingual and socio-culturally diverse contexts, where learners show varying levels of literacy readiness. This study evaluated the effectiveness of the ESTRELLA Way, an Appreciative Inquiry–based reading intervention aimed at improving literacy competency, learner engagement, and reading self-perception among Grades 1 to 3 struggling readers, compared with the DepEd ARAL Program. A mixed-methods quasi-experimental design was used, employing a pretest–posttest control group approach complemented by qualitative data. The participants consisted of 114 learners in the experimental group and 70 in the control group, all identified as low emerging readers through the Comprehensive Rapid Literacy Assessment (CRLA), drawn from lowland, Indigenous Peoples, and Geographically Isolated and Disadvantaged Areas. The experimental group underwent an 8-session ESTRELLA Way intervention, while the control group received the ARAL Program.Findings showed that both groups improved in reading competency across key domains, but the experimental group consistently achieved higher posttest scores and greater mean gains. Statistical results confirmed significant improvements within and between groups, with stronger effects observed in decoding and comprehension. Qualitative findings indicated increased learner engagement, improved confidence, reduced reading anxiety, and a more positive reading identity among learners exposed to the intervention.The study concludes that the ESTRELLA Way is a more effective and holistic reading intervention that enhances both cognitive and affective dimensions of early literacy development. Keywords: Appreciative Inquiry; early-grade literacy; learner engagement; reading intervention; strengths-based learning