Reading fluency is a critical component of literacy, yet many early-grade learners continued to struggle with word recognition, reading confidence, and comprehension, particularly in public schools with limited access to leveled materials and structured interventions. Despite its importance, few studies have examined the combined effects of multimedia, visual aids, interactive materials, and culturally responsive strategies on improving reading fluency in Grade 1 pupils, highlighting a research gap in practical, theory-driven interventions for early learners. This study applied a constructivist and sociocultural framework, emphasizing active engagement, meaningful context, and social interaction in literacy development. Twenty-two Grade 1 pupils participated in the intervention, which integrated multimedia tools such as PowerPoint presentations, YouTube videos, and Smart TVs, alongside play-based learning, storytelling, and culturally relevant instructional materials. Pre- and post-assessments measured letter sounds, rhyming words, sentence reading, fluency, and comprehension. Results showed significant improvements in all areas, with Wilcoxon signed-rank tests revealing W = 253, p < .001 for both foundational skills and fluency, and a rank biserial correlation effect size of 1.00. Findings demonstrated that multimedia-supported, multisensory, and interactive strategies effectively enhanced attention, engagement, and mastery of reading skills, providing a strong mechanism for building early literacy and supporting long-term academic success.