Reading difficulties among secondary learners remain a significant concern, particularly in the development of language comprehension skills necessary for academic success. This study aimed to identify the reading difficulties of Grade 8 students at Lutucan Integrated National High School and develop a targeted reading pamphlet based on their identified needs. Using a descriptive-developmental research design, the study assessed learners’ performance in phonological awareness, decoding skills, vocabulary, and grammar and syntax through a diagnostic reading test. Findings revealed that while students demonstrated strong decoding abilities, they experienced notable difficulties in vocabulary, grammar and syntax, and certain aspects of phonological awareness, particularly phoneme identification. These results indicated that the learners’ reading challenges were more related to language comprehension than word recognition. In response, a targeted reading pamphlet focusing on phonological awareness, vocabulary development, and grammar and syntax was developed using explicit and structured instructional strategies. The material was evaluated by English education experts using the Department of Education Learning Resources Management and Development System standards and was found to meet the required evaluation criteria. The study concludes that the developed reading pamphlet is a valid instructional material for addressing the identified reading difficulties of Grade 8 learners.