Reading is a process that requires effort on the readers' parts if they want to understand what they are reading.A considerable amount of research has been devoted to understanding the processes that contribute to reading comprehension.As part of that research, this study was conducted to explore Saudi students' use of reading strategies and their effect on students' reading comprehension.The study employed both quantitative and qualitative methods to obtain information about Saudi students' perceived use of reading strategies as well as their comprehension level.The results showed that EFL learners in Saudi Arabia showed significantly more perceived use of planning strategies than attending strategies and evaluating strategies.They also perceived the environment as the most important factor affecting their reading comprehension.The results of the study showed no significant relationship between Saudi EFL learners comprehension level and their use of reading strategies.In fact, Saudi students perceived other factors such as prior knowledge (appropriate schemata), enthusiasm for reading, time on task, purpose for reading, and vocabulary as having much effective contribution to their final comprehension.
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