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To determine the effect of this strategy, 61 students were selected and randomly assigned to an experimental group and a control group. Proficiency homogeneity was checked using a TOEFL (PBT) test and reading comprehension was measured via pre-test and post-tests. The experimental group received the presentation strategy three sessions weekly for ten weeks, while the control group used ordinary reading instruction. 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To determine the effect of this strategy, 61 students who enrolled in English Language Center of Chabahar Maritime University were initially selected and then divided randomly into two classes one as an experimental group and the other one as the control group. The homogeneity of their proficiency level was established via the administration of a TOEFL (the PBT) proficiency test. A reading comprehension test as pre-test administered to the subjects of both groups one week before the initiation of the study. The experimental group used the strategy three sessions each week for ten weeks, while the control group was trained based on the ordinary approaches of teaching reading comprehension. Presentation strategy was worked for every two weeks during the experiment and then at the end of each two-week instruction, an immediate posttest was administered according to the strategy worked. At the end of the study, a post-test was administered to both groups. The statistical techniques being applied were Paired Sample t-test and Independent Sample t-test. The results of the study revealed that presentation strategy had significant effect on promoting reading comprehension of intermediate EFL learners.  \nKeywords: reading strategy, presentation strategy, reading comprehension, EFL learners  \n1. Introduction  \nTeaching and learning processes have recently undergone so many changes in educational contexts. In this vein, the process of teaching various skills is not an exception. Among all the language skills, reading is the most important one which has always been regarded essential to educational success. Reading, the highly valued second language skill, is realized as the most stable and durable skill among the other ones (Maher Salah, 2008; Jimenez, Garcia, & Pearson, 1996) .  \nIn the area of English as foreign or second reading research, a great number of studies have been carried out on the importance of various components/variables which affect reading comprehension. Reading is an active process in which“The reader interacts with the text to create meaning as the reader ’s mental processes interact with each other at different levels to make the text meaningful” (Barnett, 1989, p. 29) . Comprehending the meaning of texts regarded asthe ultimate goal of students. According to Tierney and Readence (2005) reading comprehension is regarded as one of the major goals for ESL/EFL students to achieve an understanding of the world around them and of themselves and encouraging them to hesitate about the contents of what have read. Reading comprehension is a sophisticated cognitive process in which the reader makes meaning by using simultaneously all the accessible resources and information from both the reading passage and background knowledge. These information help readers in using vocabularies and syntax, monitoring their meaning from one's mental storage, making inferences and applying schemata (Alderson, 2000) . The weakness of students to effectively read texts, may be attribute","cbCaioH2nM5BdZML","https://ap.wps.com/l/cbCaioH2nM5BdZML","pdf",220623,11,"English","# Abstract\n# 1. Introduction\n## Reading as an essential language skill\n## Factors influencing reading comprehension\n## Reading strategies and strategy instruction","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To examine how presentation strategy affects the reading comprehension of Iranian intermediate EFL learners.\"},{\"question\":\"How were the participants assigned and what was measured?\",\"answer\":\"Sixty-one students were divided randomly into experimental and control groups. Reading comprehension was assessed with a pre-test and post-test, and proficiency homogeneity was checked using a TOEFL (PBT) test.\"},{\"question\":\"What instructional difference did the experimental and control groups receive?\",\"answer\":\"The experimental group used the presentation strategy three sessions per week for ten weeks, while the control group was trained using ordinary approaches to teaching reading comprehension.\"}]","The Effect of Presentation Strategy on Reading Comprehension of Iranian Intermediate EFL Learners - academic paper | PDF",1792067809,28]