This experimental study using the pretest and posttest design attempted to determine the significance of the Peer Collaborative Talk approach in the reading achievement of the senior students of Dumangas National High School Special Science class. The thirty students were exposed to the peer collaborative talk using selected literature in English IV textbook. The reading achievement was measured through validated reading achievement test. The statistics employed were the Means and Standard Deviations for descriptive statistics, and the Wilcoxon Signed Rank Test for inferential statistics. The Mann Whitney U-Test was used to determine the significant difference in the reading achievement of the respondents when classified according to sex and the Kruskal-Wallis was used to determine the significant difference of the reading achievement of the students when classified according to grade point average. The alpha level was set at .05 level of significance for pretest and posttest. The overall reading achievement exhibited a significant increase in the posttest scores of the subjects after the six-week treatment. Results further revealed that peer collaborative talk is an integrative technique in enhancing reading achievement in English. However, there was no significant difference in their performance when grouped according to sex and grade point average.