The alarming rate at which concerns are expressed about deficiency in the reading ability of children at the primary school level, in most parts of the world, has become a concern to specialists in reading. These concerns have precipitated the need to continually carry out studies on how to improve the teaching of reading which is one of the fundamental language skills. Literature search have revealed that non-text factors such as pedagogic factors have largely received little or no attention in different parts of the world as far as this author is informed. The absence of such crucial information as the actual effect of pedagogic factors on reading comprehension has motivated this work. The findings reported in this book will be of immense benefits to teachers,teachers-in-training, curriculum planners, policy makers, parents and the society in general, since it is geared towards the improvement of reading instruction, which in turn, will enhance the building of a literate society.