Low motivation and reading comprehension difficulties among primary school students in Mexico are critical challenges. Despite the efforts of the Secretaría de Educación Pública (SEP), many students struggle to comprehend texts, impacting their academic and personal development. This work focuses on developing interactive Augmented Reality (AR) stories, utilizing a User-Centered Design (UCD) model to enhance both reading comprehension and motivation among primary school students. The project comprises four phases: analysis, design, implementation, and testing. The analysis phase focused on examining the needs and preferences of students and teachers. During the design phase, prototypes of interactive AR stories were created. The implementation phase involved developing these educational stories using AR technologies. Finally, in the testing phase, usability tests were conducted with 16 primary school students, collecting qualitative data through observations and questionnaires. Preliminary results showed that fourth-grade students demonstrated notable performance in understanding the interactive stories, while second-grade students found the stories and questionnaires more challenging. These observations contribute to the continuous improvement of the project by adapting the narrative and question complexity according to the educational level. The integration of AR in educational stories, combined with a UCD model, shows significant potential for enhancing the educational experience of primary school students. This methodology not only increases reading comprehension and motivation but can also be applied in other educational contexts to foster more effective and engaging learning.