This study investigates the oral reading miscues among Grade 9 learners in the Cordillera Administrative Region (CAR) to improve their reading performance. Conducted in a mixed-method approach, the research involved 19 learners identified at the frustration level in Filipino reading, based on the Philippine Informal Reading Inventory (Phil-IRI) Assessment. The studys objectives included identifying common miscues such as mispronunciation, repetition, and omission, and exploring the factors contributing to these errors. Quantitative data were collected through oral reading assessments, while qualitative insights were gathered through informal interviews. Results indicated that mispronunciation was the most frequent error, followed by repetition and omission. Interviews revealed that learners linguistic backgrounds, such as the dominance of English at home and in private schools, as well as digital distractions, significantly influenced their reading performance. The study concludes with recommendations for targeted interventions, such as strengthening Filipino language instruction and balancing digital and traditional reading practices to address these challenges and enhance learners reading proficiency.