This action research study examined the influence of mnemonics instruction and repeated reading approach on Grade 4 pupils’ word problem solving skills. The purpose of this study was to investigate whether teaching pupils in word problem solving using mnemonics and repeated reading in mathematics will enhance pupils’ mathematical thinking and their ability to comprehend and solve word problems. Quantitative data was collected where pupils took a pre and post-test designed to measure and give pupils practice on mathematical skills. Pupils worked individually on practice problems, answered questions daily in their problem solving notebook and mathematics folder. Findings revealed that the means of the pre and post-test of pupil- participants during the fourth quarter are .32 and 5.90 respectively. The difference of pupil-participants’ pre and post-test is 5.58. It was also divulged in the study there is a significant difference in the pre and post-test of pupil- participants in solving word problem after the conduct of the intervention. This only means that the intervention is effective in improving the academic performance of the students.