This synthesis investigates the process of reading in a second or foreign language, focusing on English as an educational subject. Second language learning theories, methods and relevant teaching studies concerning reading abilities have been reviewed to shed light on how teachers can approach teaching reading to ESL- and EFL-learners. This framework has been used to answer how different methods of teaching reading strategies can affect students’ reading comprehension, and identify possible factors that could alter these outcomes. The findings indicate that this type of explicit instruction enhance overall reading comprehension development, interrelated sub-skills as well as metacognitive awareness. However, factors such as proficiency level, culture and the degree of interaction could hamper the possible effects of the chosen instruction. Therefore, it is imperative that teachers choose and modify an explicit reading strategy instruction to suit their students.