The purpose of this study was to assess determinants and status of reading skills development atrngrade four. Students cannot comprehend and learn from texts until they can read fluently. To thisrnend, existing public doubt questions whether children are really learning the required skills atrnappropriate grade levels and ages. This points out to conduct further study on the subject. Fromrnthree primary schools, 120 students were randomly selected and assessed in terms of five corernreading skill components which are letter knowledge, vocabulary, fluency, accuracy andrncomprehension. Data were also obtained from 21 teachers of the same schools throughrnquestionnaire. Six school directors, supervisors and 12 parents were interviewed to complementrnthe quantitative data. Data collected through the assessment tools and interviews were analyzed.rnThe findings revealed that reading and comprehension is a difficulty children are facing at gradernfour, even if instruction is mother tongue based. Findings from fluency measures shows that, 28rn% of students at grade four are non-readers, and about 58 % of studentsread less than 45 wordsrnper minute (are slow readers). About42 % studentâ€™s comprehension score is below averagernlevel. While 28 % of the respondent replied teaching methodology determines reading skillrndevelopment; 24% also responded as parental involvement is a determinant. Other mostrndeterminants to reading skill development were found availabilityof student friendly books,rnmother tongue based instruction and self-contained classroom approach