This study looks at the effects of phonemic awareness instructional strategy on the reading ability and behaviour of primary four pupils in Minna, Niger state. The purpose of the study was to examine whether the method had any impact on the reading performance of struggling pupils to identify sounds, decode words, read beyond word level and on their attitude to reading. Some research questions were asked and answered as what is the mean difference in the mean scores of pupils taught reading using phonemic awareness instructional strategy and those taught reading using conventional strategy to identify sounds, decode words read beyond word level and what is the mean reading behaviour score of the pupils taught reading using phonemic awareness instructional strategy and those taught reading using conventional method. Data for the study were generated from both the experiment and interview-checklist. Fundamentally, experiment was conducted using two groups, experimental and control. Adopted EGRA was used to assess the pupils performance at pre-test and post-test, while interview-checklist was used to assess the reading attitude. Data were analysed qualitatively and quantitatively using both descriptive and inferential statistical methods. The descriptive statistical tools adopted include simple percentages, mean, standard deviation and bar chart. The inferential statistical tool employed is the t-test parameter. Indeed, percentage and bar chart were used in analysing the pupils performance in pre-test and post-test, while mean and standard deviation as well as t-test were employed in answering the research questions and testing the hypotheses respectively. Findings of the study indicated that phonemic awareness instructional strategy had significant effect in improving the reading ability and reading behaviours of the pupils. Finally, adoption of the strategy was recommended for teachers teaching reading as an intervention programme for pupils with reading difficulty.