Reading comprehension is a key skill in second language acquisition, yet many learners struggle to understand written materials effectively. These challenges are often caused by limited vocabulary, lack of background knowledge, and insufficient preparation before reading. Pre-reading activities are instructional techniques that help learners get ready for reading by activating prior knowledge, introducing essential vocabulary, and encouraging them to anticipate the content of a text. This study explores how pre-reading activities contribute to improving reading comprehension in English as a Foreign Language (EFL) classrooms. The research is based on classroom observations and teaching practices conducted with secondary school students. It focuses on strategies such as prediction exercises, vocabulary pre-teaching, and topic-related discussions, and their influence on students’ comprehension. The results indicate that learners who engage in structured pre-reading activities show better understanding, increased participation, and greater confidence during reading tasks. The findings highlight that the use of well-planned pre-reading strategies can significantly enhance comprehension and foster more meaningful interaction with texts.

pre-reading strategies, reading comprehension, EFL students, vocabulary preparation, learner engagement, language education

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