Many studies have been conducted to explore language learning strategies and their relations or effects on learners' performances (Prokop, 1989;Oxford, 1990;Gallo-Crail & Zerwekh, 2002).This small-scale study tries to explore the full range to learning achievement, with an emphasis on the skill of reading. Reading comprehension is highly emphasized for either exam-taking or academic purpose in most English classrooms. The study determines whether cognitive learning strategies have any effect on the improvement of reading comprehension or not. The intent of strategy-based instruction is to help all students become better language learners. This paper aims to help EFL learners become successful readers. In a non-intensive TOEFL coaching program, 20 students were instructed through learning strategies for a period of a month. Results of t-test analysis indicated that participants who had been taught the strategies could significantly outperform those in control group. There was significant evidence that the strategies were effective in raising their scores on the reading component. In ISSN 1948-5425 2011 www.macrothink.org/ijl 2 the related literature the author examines cognitive strategies which are considered better approaches in the EFL classroom. International Journal of Linguistics