his study sought to determine the reading difficulties of Senior High School as a basis for the development and evaluation of schema-building reading activities. Through schema-building reading activities, readers employ past knowledge to understand and learn from text. The study used quasi-experimental as the research design of the study. Moreover, t-test independent sample and mean were employed to identify the results and findings of the data. Pre and post-tests were given to the participants to assess the significant difference before and after the implementation of the material. Three (3) Master Teachers in English and three (3) teachers who are handling struggling readers served as the evaluators of the material. The results showed that the reading difficulties of the participants are Vocabulary and Comprehension. There is also a high significant difference between the participants' mean scores before and after the implementation of schema-building reading activities. The schema-building reading material was designed following these three (3) stages: Analyzing, Implementing, and Evaluating. The evaluators agreed that the material met the requirements of each factor: Content, Design/Format, and Pedagogical. Francis S. Cabigting Abstract This study aimed to develop and evaluate a digital game-based learning material in English 8 grammar. Multiple methods and developmental design were employed in the conduct of the study. The digital game-based learning material included the eight least learned grammar competencies in one of the schools from Division of Angeles City school year 2020-2021. Most of the competencies were grammar awareness and writing domain. Each topic includes background information and two or three digital games including e-writing activities. The researcher used the Modified Tool for Evaluation Rating Sheet for DE and ODeL Modules in evaluating the digital game-based learning material. In terms of its design, the researcher used Procreate while Android Studio and Software Development Kit was used in programming and running the game. The developed digital game-based material was evaluated by four English teachers and three Information Technology experts. The evaluation or findings revealed that the digital game-based learning material was valid in terms of content, design/ format, pedagogical, and technical aspects, such as the media elements that were used. Furthermore, the digital game-based learning material met the target factors stipulated in the evaluation of nonprint material. Finally, the developed digital game-based learning material was valid and can be subjected to further development in future research and may be uploaded to the Learning Resource Management and Development System for wide dissemination and ease of access. Thus, the utilization of the material was highly encouraged to improve learners' grammar awareness and writing difficulties. Keywords: digital game-based leaning material, games, least learned grammar competencies.