Fluency and Comprehension of Pupils with reading difficulties (PURED) in Sokoto State, Nigeria. The major problem of the study was the predominant use of conventional instructional method in teaching reading skills to primary school pupils in the study area irrespective of their learning condition. The study has a sample size of 94 pupils drawn from two primary schools. Static Group Pre-test and Post-test research design was employed for the study. Five research questions were asked, and five null-hypotheses were formulated and statistically tested at α=0.05 level of significance. t-test related, and independent samples were employed to test the null-hypotheses. Ten reading passages were selected and then converted into multi-modal forms of Digital Storytelling in form of Mp3 audio, Mp4 video and subtitles. U.G. Third Person Approach for Teacher-Generated (Content-Based) Digital Storytelling was used for the text conversion using Pinnacle Studio 19. The study finds that, significant difference was found in the level of reading interest between pre-and post- tests of pupils with reading difficulties exposed to DSTS. Significant difference was also noted in the level of reading comprehension of PURED between urban and rural schools. However, the study finds that no significant difference exists in the levels of reading fluency between gender and school locations of the pupils exposed to digital storytelling strategy. No significant difference was also noted in the level of reading comprehension between boys and girls exposed to digital storytelling in the study area. Consequently, the study concludes that, Digital Storytelling strategy has the potential to influence the interest of PURED to actively participate in their reading activities. The strategy also enhanced the reading fluency and comprehension of the participants across gender and school location. This has broken a new ground that the strategy is amiable to both gender and location of pupils with reading difficulties in the study area. Similarly, the screening batteries of the study has proven capable for screening pupils with reading difficulties for any possible intervention. Finally, the strategy has proven to be an inclusive learning strategy that could be deployed to provide equal access to teaching and learning in an inclusive classroom setting. In this view, DSTS is recommended to stakeholders in early grade reading programme intervention in the public primary schools, to cater for pupils with reading difficulties. The study also recommends that; primary school administrators should encourage their teachers to pursue additional Multimedia literacy skills through in-house staff training. Equally, the study recommends the Curriculum developed by this study to National Educational and Research Development Council (NERDC) for possible adaptation. It is also recommended that Nigerian teacher training institutions should establish Digital Multimedia Laboratory as a human development centre to prepare teachers for the use of emerging digital media as instructional tools to carter for PURED. Lastly, Publishers of primary schools English reading materials should think of converting their books into multimedia formats for the benefits of teaming populations of pupils with reading difficulties in Nigeria.