摘要：The purpose of this study was to measure up the effect of story or paragraph frames on Iranian students’ English reading comprehension. Forty six female Iranian students were non-randomly assigned into two groups of exprimental and control group, entitled as the story or paragraph frame-receivers and non-story or paragraph frame-receivers, respectively. The story or paragraph frame-receivers were treated based on story or paragraph frame-instruction, while the control group received conventional training of reading comprehension. Finally, participants sat for the post-test at the end of the course to reveal the result of treatment on reading coprehension. T-tests analyses were used and findings revealed that there was a sinificant differences between the post-test performances of the story or paragraph frames-receivers and non-story or paragraph frame-receivers. The results showed that the story or paragraph frame-receivers outperformed the non-story or paragraph frames-receivers.
