This study assessed the implementation of the reading component of the Junior Secondary School English Language Curriculum for Basic Education in Nigeria. Ten (10) randomly selected public and private secondary schools from Kaduna metropolis in Kaduna State of Nigeria were used for the study. Among the factors assessed in relation to the implementation of the curriculum were: teachers variation of methods and the differences between school types in the implementation of reading component of the English Language curriculum. Thirty (30) English language teachers were involved in the study. Questionnaire and observation were the instruments used in gathering data. The data were analyzed, using frequencies, percentages, means and standard deviation. The analysis of the data collected revealed that there was no significant difference in the implementation of the reading component of the English language curriculum in public and private schools. Teachers in both schools tended to have the same pattern of implementing the reading component of the English language curriculum. It was observed that the implementation of the reading component of the English language curriculum was not very effective from the classroom observation of the teachers. Teaching was teacher-centred. Students were passive and did not participate in class discussion. It was recommended that teachers should adopt learner centred approaches in teaching reading and students should be encouraged to participate actively in class discussions. For efficiency and effectiveness of the implementation of the reading component of the English curriculum, there should be continuity of the syllabus (from JS 1-3) and there should be checks and balances to ensure the successful delivery of the curriculum.