PQ4R is an acronym which stands for Preview, Question, Read, Reflect, Recite and Review. This is a learning strategy both for teachers and students. It also helps old and young as well as slow learners. This study aimed to investigate the effect of PQ4R strategy on the academic achievement of slow learners in English at secondary level. The main objectives of the study were to investigate the effect of PQ4R strategy on slow learners’(i) Reading comprehension (ii) Oral Reading Fluency (iii) Reading speed/rate, accuracy and Prosody (iv) Level of Attention and Involvement. To achieve the mentioned objectives the following hypotheses were tested. (Ho1): There is no significant difference between the mean score of pre-test and post test of experimental group on reading comprehension test. (Ho2): There is no significant difference between the mean score of pre-test and post-test of experimental group on Reading Speed/Rate test. (Ho3): There is no significant difference between the mean score of pre-test and post-test of experimental group on Reading Accuracy test. (Ho4): There is no significant difference between the mean score of pre-test and post-test of experimental group on Reading Prosody scale.(Ho5): PQ4R study strategy does not enhance slow learners level of Attention.(Ho6): PQ4R study strategy does not enhance slow learners level of involvement. Govt. High School No:1 for boys Tordher Swabi was selected for the experiment through convenient sampling. A sample of 20 slow learners was selected from 9th class students of the sampled school. The instruments developed for the collection of data were Reading comprehension pre and post tests, Reading speed and reading accuracy pre and post tests and prosody scale as pre and post tests. An observational check list was also developed to observe experimental group level of attention and involvement during treatment. Preexperimental one group pre-test, post-test design was used. The students were prexiii tested and then exposed to six weeks treatment. They were taught through PQ4R strategy. After the completion of treatment the students were post-tested. For the analysis of data t-test at 0.05 significance level was used. Descriptive statistics and chi-square were also used for the analyses of data obtained through checklist regarding students’ levels of attention and involvement. Data analysis revealed that the experimental group scored significantly better on pos-test than pre-test in the areas of reading comprehension and in the three sub-skills of fluency that were reading speed, reading accuracy and prosody. The students also showed high level of attention and involvement observed through the analysis of observational checklist. Thus PQ4R strategy proved to be effective in increasing slow learners’ academic achievement. On the basis of findings, it was recommended that English teachers should use PQ4R strategy. For this purpose, English teachers need to be properly trained. It was also recommended that curriculum designer should also consider PQ4R strategy.