This study examined the moderating effect of gender on students’ achievement in English reading
comprehension among public senior secondary school students in Ibadan, Nigeria. The pretest-posttest control group quasi-experimental design was adopted. Six secondary schools were selected randomly from three Local Government Areas in Ibadan, Nigeria. Six intact class of Senior Secondary School II students participated. Instrument used was Achievement Test in English Reading Comprehension (r=0.85). Data were analysed using analysis of covariance and Bonferroni post-hoc test at 0.05 level of significance. The main effects of 2 gender was significant (F = 5.79, partial η = 0.04) in favour of female students. The two-way interaction (1, 168) effects of treatment and gender were not significant. Based on the findings, it is recommended that gender sensitive-strategies should be adopted by the English teachers in other to cater for the students’ deficiency in English reading comprehension.