The finding from this study show that practicing reading strategies based on the passages in summit 1 book put effect on learners reading comprehension. The ability of teacher to give the instructions also is so important. Since reading is one of the most uniquely human and complex of all cognitive activities, helping learners to learn how to read and further develop their reading skills will help them learn from text by themselves. This study attempted to seek answers to one research question. The question will be restated and the answer, based on the findings of the study will be provided below.
1. Can the L2 upper-intermediate learners’ reading comprehension level be improved significantly during the 8-week period of reading strategy instruction?
As Table 4.3 demonstrates, there was no significant difference between the control group’s pretest and posttest scores from Time 1 (M = 17.89, SD = 3.96) to Time 2 (M = 18.58, SD = 2.10), t (29) = -1.76, p < .05 (2-tailed). Thus, to deal with the first research question regarding whether L2 upper-intermediate learners' reading comprehension improved significantly between the two testing periods, it can be concluded that only the L2 experimental group's reading comprehension improved significantly. According to the results of the analysis in table 4.4 there was a significant difference in reading comprehension posttest scores for the experimental group (M = 26.62, SD = 2.93) and the control group (M = 18.58, SD = 2.10); t = 8.20, p = .001. That is, the Iranian L2 upper-intermediate learners in the experimental group performed differently on the reading comprehension test in comparison with the learners in control group. These results suggest that strategy instruction does indeed have an effect on the Iranian L2 upper-intermediate learners' reading comprehension level of Summit 1 reading passages. Reading is a complex cognitive process of constructing meaning that involves the reader, the text, and the interaction between the reader and the text (Rumelhart, 1977). The reader attempts to interpret the text through use of linguistic knowledge, comprehension strategies, and knowledge of the world. Barnett (1989) sheds light on the process of reading and proposes three types of reading comprehension. Moreover, successful reading requires many basic processes, such as the identification of letters, the mapping of letters onto sounds, and the recognition of words and syntax, with its ultimate goal of reading to learn from text (Bernhardt 2005; Smith 2004; Zhang 2002).