Reading comprehension is seen as one of the most indispensable skills that should be flourished and nurtured in a child at home and at school because it is fundamental and essential to success in academic life and beyond. Al Noursi (2014), pointed that the ability to read for various purposes is a harbinger of a successful learning in schools, colleges, and universities. He further observes that it is a survival skill in the 21st century may turn out to be for students or professionals.
      Dagget and Hasselbring (2007, p. 1), on the other hand, consider reading as ‘the key enabler of learning for academic proficiency’. Hence, not being able to develop effective reading can cause adverse effects on learning across the curriculum, motivation to read, attitudes toward life, and performances in the workplace.
      In that respect, there are different variables or components influencing the reading comprehension performance of students. Some of these are vocabulary knowledge, background knowledge, knowledge of grammar, metacognitive awareness, syntactic knowledge, and reading strategies (Koda, 2005). In a summation of the components or variables that build reading comprehension, there are also other more specific elements or factors that influence one’s reading performance. These include students’ reading attitudes or motivation, breadth, and depth of engagement in reading, effective instruction on comprehension techniques, rich vocabulary, and world knowledge, fluency, text structure or genre, opportunities for oral and written expression, and awareness of different reading strategies (Trehearne & Doctorow, 2005).
    According to Perfetti, Landi, and Oakhill (2004), also identified three higher-level factors in comprehension: sensitivity to narrative structure, inference making, and comprehension monitoring. Moreover, in the study of Geske and Ozola (2008), socioeconomic factors in the family, the collaboration of a student and family, student’s reading outside the school, and student’s reading at school emerged as significant factors affecting comprehension. Nergis (2013), also found out that depth of vocabulary knowledge, syntactic awareness and metacognitive awareness have an influence on academic reading comprehension.  In the study of Alshumaimeri (2011), he found out that oral reading method positively affects comprehension performance of Saudi students. 
    The study of  Mermelstein (2014) also revealed that extensive reading program significantly improves Taiwanese students’ reading comprehension levels and performance. The same outcome was obtained by Erfanpour (2013) with his Iranian students. Examining  the issue of technology, Alshumaimeri and Alasmari (2012) found out that using Web Quests improves students’ motivation and reading comprehension.