within communicative, interactive, and learner-centered framework of language teaching and learning, students need to learn four skills of listening, speaking, reading, and writing for their educational success. but of all the language skills, reading enjoys a paramount significance in so many second or foreign language academic contexts. in spite of its importance, language learners still have difficulties in understanding texts. english as a second or foreign language (esl/efl) readers proclaimed that lack of appropriate reading strategies is one of the major barriers to adequate text comprehension. the learning of reading strategies is viewed as a useful solution to handle the challenges of reading comprehension obstacles. therefore, the present study aimed at investigating the effect of summarizing and presentation strategies on iranian intermediate efl learners’ reading comprehension ability. to this end, 61 language learners enrolled in language center of chabahar maritime university were initially selected and then randomly divided into two control and experimental groups. all males and females were within the age range of 18 to 27. the homogeneity of their proficiency level was established using a toefl proficiency test. then a 50-item multiple-choice reading comprehension test was administered to the subjects of both groups as pre-test one week before the initiation of the study. as a result, students in the treatment group were matched with students in the control group allowing groups to be similar in reading achievement. the experimental group utilized each of the two strategies three times a week typically 45 minutes in duration for two weeks separately while the control group used the same amount of material via applying conventional approaches of teaching reading comprehension. a ten 10-item multiple-choice reading comprehension immediate post-test was administered to both groups after each two-week instruction till the end of the 22nd week of the study. one week after the end of the study, all subjects were assigned a 50-item multiple-choice reading comprehension post-test. independent-samples t-test and paired-samples t-test were used for data analysis. the results of the study revealed that each of the summarizing and presentation strategies had significant effect on promoting reading comprehension of intermediate efl learners (p = .000, <.05). it also indicated that the presentation strategy was significantly more effective on students’ reading comprehension (p = .000, <.05).