This study investigates the effects of three different reading methods—teacher's reading aloud, learner's reading aloud, and silent reading—on the reading comprehension of Iranian pre-intermediate English as a foreign Language (EFL) learners. A total of 24 participants were involved, divided into three equal experimental groups. To ensure group homogeneity, a proficiency test was administered prior to the study. Subsequently, a pre-test evaluating reading comprehension was conducted. Over the course of 10 treatment sessions, each group engaged in their assigned reading method: the first group experienced teacher's reading aloud (TRA), the second practiced learner's reading aloud, and the third group participated in silent reading. At the end of the treatment phase, a post-test was conducted to measure improvements in reading comprehension. The results indicate that teacher's reading aloud significantly enhanced reading comprehension compared to the other methods, highlighting its effectiveness as a pedagogical tool in EFL contexts.

Keywords: Teacher's reading aloud, Learner's reading aloud, Silent reading, Reading comprehension, Iranian, Foreign Language