Poor academy performance of secondary school students had partly, has been trued to inability to read. Descriptive survey research design was used. The study population comprised, English Language teachers in Oyo- East Local Government Area of Oyo State, Nigeria. The sample size of the study was One hundred (100) respondents, selected through a simple random sampling technique. The research instrument used was self-development by the researchers titled, “Ratins scale on impact of phonic approach on cognitive development of Senior Secondary School Students in Oyo East Local Government area of Oyo State, Nigeria”. It was fashioned on four liken ratins scale: Strongly Agree (SA), Agree (A), Disagreed (D), Strongly Disagreed (SD). Two research questions were raised, while one researched hypothesis was formulated for the study. The research instrument was validated by two experts in test and measurement while it reliability was determined through test retest method at two weeks interval. Based on the findings of the study, conclusions were made that phonic approached method could stimulate students towards reading aiding student to decode sound symbols. Also that the recognition of words by students could be enhanced through phonic approach. Based on the conclusions recommendations were made that English Language teachers should be making use of phonic approach while, teachers reading skills. Also, seminars and workshops should be organized to update and upgrade English Language in the use of phonic approach to teach reading skills.