This research-based presentation examines how Augmented Reality (AR) technology enhances English reading comprehension among second-grade primary students in Thailand. Traditional reading instruction often lacks interactive elements, leaving young learners struggling to connect vocabulary with real-world contexts and maintain engagement. This study addresses these challenges by implementing AR-enhanced reading activities. Grounded in Constructivism Theory and the Simple View of Reading framework, this quasi-experimental study employs a one-group pretest-posttest design with 55 Grade 2 students at La-orutis Demonstration School, Lampang. The intervention integrates AR technology that overlays virtual objects, animated scenes, and interactive elements onto physical reading materials across four narrative passages. The eight-week program includes AR station rotations, interactive scene exploration, reading puzzles, and AR-based assessments. Reading comprehension is measured across four dimensions: vocabulary recognition, main idea identification, contextual understanding, and content interpretation. Preliminary findings suggest significant improvements in post-test scores, enhanced student motivation, and deeper comprehension through visual-textual connections. This presentation demonstrates practical CALL implementation for young learners, offering evidence-based strategies for integrating immersive technology into language education. Attendees will gain insights into AR tool selection, activity design, and assessment methods applicable to primary-level English instruction in technology-enhanced learning environments.