The Effect of Different Reading Activities on Iranian EFL Learners ' Reading Comprehension

Abstract: In recent years, interest in reading fluency development in first language and second and foreign language (L2/FL) settings has increased. Reading fluency, in which readers decode and comprehend at the same time, is critical to successful reading. Fluent readers are accurate and fast in their ability to recognize words and in their use of prosodic and syntactic knowledge to better comprehend text. It seems that in most of English classes in Iran little attention is paid to the role of different reading activities in promoting L2 learners reading comprehension. Hence, the objective of his study is to compare the effect of different reading activities on Iranian EFL learners ' reading comprehension. The data for this study was collected from 75 students as they were involved in a variety of reading activities. They were divided into three groups. Language proficiency test was administrated in order to make sure about the homogeneity of the learners. The first experimental group received repeated reading activity, the second experimental group received pre-teaching vocabulary and the third experimental group received visual support. After treatment each group was given a test to answer. The findings in this study indicate a statistically significant effect of repeated reading compared with pre- teaching vocabulary and visual support on Iranian EFL learners 'reading comprehension. Key words: Reading activities % Reading comprehension INTRODUCTION EFL instruction in many countries. In Japan, for example