Reading is a critical challenge facing school pupils in Nigeria today, especially dyslexic children. This study therefore investigated the effects of positive reinforcement technique on reading achievement among primary school dyslexic children in Anambra State. Two research questions were posed to guide the study while two null hypotheses were tested at 0.05 level of significance. A Pretest, post-test, control group quasi experimental design was adopted for the study. Sixty primary dyslexic pupils were sampled for the study from a population of two hundred and forty primary school pupils. The sample consist of two groups; experimental and control. Experimental group was treated with positive reinforcement while conventional counselling was used on the control group. Coon, Waguespack, and Polk dyslexic screening Scale was adapted for the study. The scale was revalidated for this study. Internal consistency reliability estimate was conducted using Cronbach Alpha and the outcome yielded a reliability coefficient of 0.95. Data was collected and analysed using mean and Analysis of Covariance (ANCOVA). Results of this study revealed a significant effect of the treatment (positive reinforcement) on subjects’ level of reading achievement. The study also revealed that gender affected pupils’ reading achievement significantly with male pupils having more reduction in reading achievement than female pupils. Based on these findings, it was recommended that counsellors, psychologists, other educational related bodies should adopt the packages as techniques to increase reading achievement among primary school pupils since it has been identified as effective.