This study aimed to investigate whether any statistically significant relationship existed between Iranian EFL learners' reading strategy use and their reading achievement performed in their reading comprehension test (RCT) scores. Moreover, current study tried to examine whether the participants' overall reading strategy, and also their use of any of reading strategy subscales, were a predictor of their RCT scores. To this end, two instruments of Survey of Reading Strategy (Mokhtari & Sheorey, 2002), and an RCT were employed to collect the data.The results revealed a statistically significant and positive relationship between participants' overall and also Global and Problem Solving reading strategy use and their RCT scores; however, no statistically significant relationship was found between participants' Support reading strategy use and their RCT scores. On regression part, overall reading strategy use was found to be a predictor of RCT scores; however, it was of low predictive power, and among reading strategy subscales, only Global reading strategy use could be a predictor of RCT scores. Finally, pedagogical implications were presented for learners, teachers and materials developers in the field of EFL teaching/learning.

The current study is an attempt to investigate whether any statistically significant relationship existed between Iranian EFL learners' ambiguity tolerance (AT) and their reading strategy use. To this end, three instruments of Survey of Reading Strategy (Mokhtari & Sheorey, 2002), Second Language Ambiguity Tolerance Scale (Ely, 1995), and a reading test were administered to 114 (60 female and 54 male) intermediate level EFL learners of Iran Language Institute. The results of data analyses indicated that no statistically significant relationship existed between participants' AT and their overall reading strategy use. Also no statistically significant relationship existed between participants' AT and their use of Global, Problem Solving, and Support subscales of reading strategy. Further, the results revealed a statistically significant and positive relationship between AT and reading comprehension scores of the participants. Regarding findings of the study, pedagogical implications were presented for teachers and materials developers in the field of EFL teaching/learning.

Current study aims to examine whether any statistically significant difference existed between Iranian<br />male and female English as a foreign language (EFL) learners' reading strategy utilization. The data<br />was collected employing three instruments of Survey of Reading Strategy (SORS), a reading test, and a<br />questionnaire on demographic information. Several analyses of independent samples t-test were<br />executed to answer the research questions. The findings revealed no statistically significant difference<br />between male and female participants on their overall reading strategy use. No gender impact was<br />sought in use of global and support subscales of reading strategies; however, female participants were<br />found to outperform their male counterparts in use of problem solving subscale of reading strategies.<br />Implications were provided for EFL teacher and researchers to upgrade their insight into nuance<br />differences between male and female readers' interaction with a text.