Books are the quietest and most constant of friends: They are the most accessible and wisest of counselors, and the most patient of teachers'.

-Charles W. Elio-
Children's reading skills are important to his success in school as he will allow them to access the breadth of the curriculum and improve their communication and language skills. In addition, reading can be a fun and imaginative time for children, which opens doors to all kinds of new worlds for them. Studies showed that reading for pleasure makes a big difference to children's educational performance. Like in suggested that children who read for enjoyment every day not only perform better in reading tests than those who do not, but also developed a broader vocabulary. increased general knowledge and a better understanding of other cultures. In fact, reading for pleasure is more likely to determine whether a child does well at school than their social or economic background. In line with this, the K to 12 Curriculum, reading plays a pivotal role in developing critical, productive (DepEd Curriculum Guide, 21015). The Department of Education continues to improve the reading program as part of the Basic Education Agenda - that every child should be a reader. Hence, the CI team of Rene Cayetano Elementary School implements its reading intervention program called DARE to HEAR Program in the year 2016. The DARE TO HEAR Intervention Program was born with its ultimate goal of helping the non-readers. This program aimed to improve students' reading ability by helping increase their decoding, fluency, comprehension or vocabulary. The DARE TO HEAR Intervention Program has identified five phases of reading instruction necessary for reading achievement. These phases include: phonemes, phonics, fluency, vocabulary and comprehension skills. A basic understanding of these phases may help as teaches begin to work with our children. Therefore, it is necessary for the teachers to provide as many opportunities as possible to enhance and to teach these students the skills strategies they will need to improve their reading comprehension. The focus of this study was to measure the effectiveness of the DARE TO HEAR Intervention Program in Rene Cayetano Elementary School. The researcher's target respondents were the 47 Grade 3 learners who were identified as non-reader pupils based on the result of the Phil-IRI assessment test and 20 Grade 3 teachers in the academic year 2018-2019. The researcher utilized a researcher-made pretest and posttest, survey-questionnaires, focus group discussion (FGD) and Phil-IRI assessment. The 47 pupil-respondents underwent special remediation program, DARE to HEAR to enhance their reading reading performance, while the 20 teacher-respondents facilitated, assessed and evaluated the reading performance of the pupil-respondents. To analyze the data gathered, the t-test and weighted mean were used as statistical tool on the findings of the study. The study revealed that the DARE to HEAR Intervention Program was effective in enhancing pupil's reading performance, as revealed by their mean score 20.30 and an SD of 3.39 in the posttest, against their mean score of 7.38 and an SD of 8.36 in the pretest. Thus, DARE to HEAR Intevention Program helped the learners to enhance their reading skills. When it comes to teacher-respondents among the nine challenges they encountered, they considered that holding learners' attention and focus is the most difficult problem they have experienced during the implementation of the program. The researcher recommended effective remedial reading program. It is one which is capably directed by a teacher who has the benefit of specialized training and one which has gained the interest, support, and cooperation of teachers, parents, and administrators.