The present study aimed at investigating the effect of using fishbowl strategy to develop the preparatory stage students’ EFL reading comprehension skills. To achieve this aim, two instruments were used: (1) a reading comprehension skills checklist; and (2) a pre-post reading comprehension skills test. The current study adopted the quasi-experimental design. The participants of the study consisted of sixty students, at Bellamon and Al-Azzawi Preparatory/Secondary Institutes for Girls, Sinblaween, Al-Dakahlia. The participants were randomly assigned to two intact groups, one experimental group and one control group. Each group included thirty participants. The results indicated that there was a significant difference between the mean scores of the experimental group and the control group in their performance of the post administration of the reading comprehension test in favor of the experimental group. In addition, there was a significant difference between the mean scores of the experimental group in the pre and post administration of the reading comprehension test in favor of the post administration. The present study provided evidence that using fishbowl strategy through short stories, emails and report was effective in promoting the students’ EFL reading comprehension skills. The study recommended using fishbowl strategy through short stories, emails and reports in teaching reading comprehension skills and other language skills. Key words: Fishbowl Strategy, Reading Comprehension Skills, and EFL Students.
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