الفهرس 
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Abstract
This study aimed to investigate the effect of explicit versus implicit strategy instruction on the reading comprehension of English majors at Suez Faculty of Education. The theoretical background consisted of three main sections. The first section was about explicit strategy instruction, while the second one was about the implicit strategy instruction. The third section handled seven cognitive reading strategies in detail. Participants were 84 third year English majors at the Faculty of Education in Suez, Egypt. Instruments were two reading comprehension tests. Materials were two programs for teaching cognitive reading strategies: the explicit program and the implicit one. Participants were randomly divided into two groups the explicit group and the implicit one. The two groups were pre-tested before conducting the experiment. The experiment lasted for three months. During this period, the explicit group was exposed to the explicit program while the implicit group was exposed to the implicit program. Upon the completion of the experiment, all participants were post tested. Differences between the pre and the post tests’ mean gain scores were calculated for each group separately using Paired Samples T-Test. A Significant difference was found in the mean gain score of the explicit group on the pre and post tests of reading comprehension. On the other hand, the difference in the mean gain score of the implicit group on the pre and post tests of reading comprehension was statistically insignificant. Moreover, the independent samples t-test revealed a significant difference between the mean gain score of the explicit group and that of the implicit group in favor of the explicit group.