Most foreign language reading specialists view reading as interactive. To encouragestudents to use effective strategies when reading in a foreign language, the teacher candevelop simple exercises to elicit information via targeted strategies. These exercises can bedivided by the stage of reading at which they occur such as pre-reading, while readingactivities and so on. This study aims to clarify in what sense there is awareness about readingphases, their activities and their applications in language classrooms. The findings discussedand compared with each other in order to reach a general opinion. This present study hasfocused on the effects of reading techniques applied during three reading phases on readingcomprehension. Specifically, the study also attempted to measure to what degree applicationof different reading activities affect the reading performance of the same-level subjects andthe three testing points of reading comprehension.