Abstract: This study investigated the effect of ―Student Achieving Independent Learning‖ (SAIL) as a package of reading comprehension strategies in teacher-fronted and reciprocal-based classrooms on intermediate EFL learners’ reading comprehension ability. To fulfill the purpose of this study, 88 female EFL learners were selected through their performance on a Preliminary English Test (PET). Reading part of PET was used as a pretest. Based on the results, the students were none randomly assigned to two experimental groups and one control group. A posttest was administered at the end of the treatment to all groups and their mean scores on the test were compared through a one way ANOVA. The result indicated that there were significant differences between means of all groups on the posttest. Additionally, the results of Scheffe’s post-hoc tests showed that there was significant difference between two experimental groups and control group. Moreover, there was no significant difference between two experimental groups.