This descriptive-developmental study addressed the pressing literacy challenges among early grade learners in the Philippines by designing, developing, and validating interactive multimedia reading materials. Titled "Teachnology: A Quality-Assured Implementation in Designing Technology-Enhanced Literacy Materials," the research aimed to bridge the gap between traditional literacy instruction and the learning preferences of digital-native students. The study evaluated the perceived quality of multimedia integration elements, instructional design principles, and engagement strategies. Participants included 29 school heads and principals from the Lopez West District, who served as pedagogical gatekeepers to validate the developed materials using a structured evaluation instrument. Results revealed that the multimedia elements—such as text, audio, images, and gamification—and instructional design principles like scaffolding and chunking were predominantly rated as "Excellent". The developed materials achieved a highly acceptable overall rating (M = 4.96) across content, instructional, and technical qualities. Furthermore, a statistically significant relationship was established between multimedia design elements and learner engagement strategies. The study ultimately produced the Quality-assured, Unified, Adaptive, Dynamic Multimedia Instructional Development (QUAD-M) Model and a comprehensive guide matrix to assist educators in constructing technology-integrated literacy materials. The findings confirm that structured, high-quality interactive multimedia resources serve as effective, policy-aligned pedagogical scaffolds for early childhood reading remediation.