Teaching English reading comprehension skills to readers of other languages may be a tough task for many teachers of English. Traditional, teacher- centred methods which emphasises a comprehension- testing model and have been widely used in school environments where English is used as a lingual franca or a shared language of communication may not be an answer to facilitating proficient EFL readers. This book showcases a ground-breaking teaching method implemented in a quasi-experimental study which provided a successful proof of helping to raise the English reading comprehension skills of tertiary student readers. In the study, a programme of strategy training intervention was introduced to an experimental cohort using strategies-based instruction and a control cohort using teacher- fronted methods. Derived from various instruments employed,the results pointed to the fact that strategies-based instruction can be a better alternative for teaching English L2 or EFL reading comprehension.