Reading comprehension is central to language and reading is often referred to as the most important of the four language skills for English as a Foreign Language (EFL) learners. In this regard summarization as one of learning strategies play an important role for getting an improved reading comprehension. Summarizing helps students to comprehend knowledge, transferring it to long-term memory significantly. Summarizing, which is one of the metacognitive strategies, leads to effective using of mental skills, and increases remembering and understanding. The purpose of this study is to find whether summarization improves the reading comprehension of junior high school students in grade 9 or not. To do so, 60 students in grade 9are selected and randomly divided into two control and experimental groups. The homogeneity of their proficiency level was established using a quick placement test (version 2). All students in both groups participated in a reading comprehension test as pretest. The experimental group utilized summarizing strategy two times a week typically 45 minutes in duration for twelve weeks. After each two week instruction, an immediate posttest was administered. At the end of the treatment, a post-test was administered to both groups. The findings of the study indicated that summarizing strategy has a significant effect on learners\\\' reading comprehension.

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