Poetry provides the reader with a sense of pleasure, it brightens senses, connects us with ourselves and other people, and makes us think synthetically because of the concise language that is used in making it, such a language makes poetry to convey a lot in a short form. That is the reason that reading and understanding poetry is more difficult than reading and understanding any other literary genres as the words in poetry have both denotative and connotative meanings. These words are informative as well as expressive to convey the poet's tone and attitude. Reading poetry helps discover profound truths that we do not realize we knew. It is not only a means for expression, but also a way of knowing and viewing matters through a new perspective. That is why poetry readers become skilful in language usage. The language skills that poetry readers gain helps not only in literature reading but also in life. The English reading instruction in most EFL countries is based on the traditional approach. English is a very influential subjects at school time at all levels. However, in many EFL countries, the orientation still tends to be towards not developed methods such as grammar translation and audiolingual. There is not much exposure to English out of the class for EFL students as Eslami-Rasekh and Valizadeh (2004) explain and that rare English programs are on social media in EFL countries but recently several factors like advancements in technology and the interest in private language classes affected people to learn English language (Ebrahimi, 2016; Ebrahimi and Jiar 2018b). In EFL countries, English teachers use reading strategies which usually include decoding of words with great emphasis on "correct" reading, and vocabulary definitions. The texts include a collection of passages from various authors and poets. Teachers emphasize on correct reading and use one of the students for demonstration. After such a long and tedious procedure, there are some comprehension questions that are answered by few students and are finalized by the teacher's 'correct' response. Although the main interest in this study is on poetries, reading of literary texts are discussed at some points of the work. Therefore, literary criticism of poetry might not always be the central point of the present study, but the main concern is the reading strategies of such pieces of aesthetic art.