This study investigated effects of reciprocal reading strategies on reading comprehension of grade eight students at Debre Tsion Selam Adrgiwu Saint Mary Academy found in Bahir Dar, Ethiopia. A mixed method approach along with quasi-experimental design was employed. Two intact groups were taken, and then randomly assigned as control and experimental group. Reading comprehension tests were administered to both groups as pre and post-test. Both groups were offered 21 sessions of reading. The experimental group received treatment - reading by reciprocal strategy. But the control group was taught through the conventional method. Post tests were given to both groups after intervention and the scores were statistically analyzed using SPSS version 24. The results from the independent samples t-test and paired sample t-test revealed that experimental group students have showed significant difference in reading comprehension achievement score as compared to the control group students. The findings revealed that using reciprocal teaching strategies can enhance students‟ reading comprehension performance. The result from classroom observation and post intervention interview indicated that reciprocal reading fostered students‟ reading comprehension in favor of the intervention. Since this strategy is found to be useful and has pedagogical implications, the researcher recommends EFL teachers to implement this teaching strategy