This study aims to explore the effectiveness
of cognitive reading strategies in primary school teacher
training curriculum. Designed under the paradigm of a
quasi-experimental research with the participation of
an experimental and a control group, the current study
seeks to investigate the impact of cognitive strategies
training on students’ reading comprehension. Findings
from the study showed that cognitive strategies training
incorporated into a primary school teacher training
course could improve pre-service teachers’ reading
performance. It is concluded that students need more
time and practice so that they can use their new
strategies automatically at the procedural stage.
Keywords : Cognitive strategies, Teaching Reading, Teacher Training, Curriculum.