A quasi-experimental research design was used to investigate the effectiveness of synthetic phonics in the development of early reading skills among struggling young English as a second language (ESL) readers in a rural school. The pretest and posttest, adapted from the Phonological Awareness Literacy Screening (PALS) for Preschool Students and Grades 1 to 3 tests, assessed children's early reading skills. A semi-structured interview was used to gather information. The findings indicated that the performance of students in the experimental group in decoding was significantly higher in the posttest, where t(39) = 31.441, p < 0.00005. Likewise, in comprehension, the experimental group achieved significantly higher scores in the posttest, where t(39) = 15.322, p < 0.00005. There was a significant difference in the achievement between the two groups, where t(78) = 31.010, p < 0.00005. This indicates that synthetic phonics could be effective in developing early reading skills for struggling readers.