The main objective of this study is to compare the methods of teaching readingrnemployed by the televised teacher and classroom teachers.rnThe study was conducted at Jiren and Setto Senior Secondary Schools of JimmarnTown. The former is Plasma and the latter is non-Plasma school. The subjects of thernstudy were grade nine students and English language teachers of the aforementionedrnschools. 410 students (210 from Plasma and 200 from non-Plasma school),rnand 6 teachers (three from each school) were randomly selected as source of data. Torncollect the necessary information from the subjects, three data collection instrumentsrn(classroom observation, questionnaire and interview) were used.rnThe findings showed that the method of the teaching reading employed by therntelevised teacher was found to be relatively different from the classroom teacher. Therntelevised teacher employed the teaching methods that assured students' activerninvolvement in the reading activities, and that provided enough opportunity forrnstudents to interact with each other in pairs and groups. On the other hand, thernclassroom teacher used method of teaching reading, where students' involvement inrnlearning through interaction among themselves, was more or less negligible. Only oralrnquestion-and-answer work, where the role of majority students was not that of activernparticipants, was the predominant classroom practice of the teachers, i.e. studentsrnwere given no more chances to communicate or interact among themselves. Comparedrnto the televised teacher, the classroom teacher did not employ the classroomrnprocedures which help students comprehend the text better and practice the importantrnsub skills (such as skimming and scanning) of reading. Besides this, unlike therntelevised teacher, the classroom teachers predominantly practiced reading aloudrninstead of silent reading. Most of the class time of reading lessons was employed forrnreading aloud by students.rnBased on the findings it was concluded that relative to the classroom teachers, therntelevised teacher seems to employ the techniques and procedures that experts andrnresearchers of reading propose. However, there are areas that are found difficult forrnthe televised teacher but easy for the classroom teacher and the vice versa. It was,rntherefore, recommended that reading should be better taught by the televised teacherrnwith active involvement of the classroom teacher.