Abstract-This study investigated the effect of explicit morphological practice on improving reading comprehension ability of Iranian intermediate level language learners. Participants in this study were sixty Iranian EFL learners in English institutes of Amol, Mazandaran, Iran. Students were administered a TOFL proficiency test adapted from Sharpe (2010) and thirty homogeneous students were selected as the main participants of the study. These students were randomly assigned to one experimental group and one control group. First of all, students in both groups took a reading comprehension test as pretest. This test was designed to measure morphological knowledge of students and its effects on their total reading comprehension of passages. Then, the treatment of the researcher started and all students in both groups received a sixsessions reading comprehension training, but the experimental group also received explicit morphological practice during reading comprehension classes. After finishing the treatment, all the participants took a post test that was designed so as to be the parallel form of the pretest. The changes, if any, in the performance of both groups were calculated by SPSS and mean of the scores and t value and covariance of the scores were reported. The results indicate that students in experimental group showed a progress in their reading comprehension ability from pretest to posttest. This demonstrates that explicit morphological practice is effective in improving reading comprehension skills of Iranian intermediate level EFL students.