The study investigated the relative effectiveness of video—taped instructional program in enhancing primary school pupils’ reading skills. It examined the interactive influence, if any of gender on their performance as well as their attitude to the use of video—taped instruction. The study adopted a pre-test, post—test, control group design, using experimental and control groups. . A total of twenty pupils (10 boys, 10 girls) were randomly selected among the beginners” class. They were randomly grouped into two classes often (5 boys 5 girls) and randomly assigned to experimental and control groups. In the experimental group, Mrs Phipps and Snoothy video
taped reading program was used to teach reading skills while the control group was exposed to the traditional talk and chalk method. Five null hypotheses were tested. Reading Skill Test (RST) and Attitude Questionnaire (AQ) were the instruments used to collect data. The highlight of the data analysis showed that there was significant difference between the experimental and the control groups. The use of videotaped instruction enhanced reading skills of the sampled learners. There was no significant gender difference in their performance or in their attitude to the use of instructional videotaped program.