This study was designed to investigate the effect of integrated vocabulary and grammar pre-teaching, as types of pre-reading activities, on grade 9 Bahir Dar Zuriya Woreda Secondary School EFL learners' readi'f comprehension performance from a schema-theoretic perspective. Experimental research design _ was'used to conduct this study. The sample consisted of 60 EFL learners studying at BDZWSS 2008 E.C. , academic year. The subjects were randomly selected and divided into two equal-in-number groups. In the experiment, initial reading comprehension tests (pre-tests) were given to determine whether the two groups had equivalent reading comprehension performance or homogeneity. The pre-tests results showed the two 'groups had no statistically significant difference (mean u LBi, mean2=4.05, t = -0.60, df =58, p = 0.55). Later, the two groups were randomly assigned as control and experimental groups. Then, they " were exposed to different treatment. The experimental group received integrated vocabulary and grammar p?e-..teaching for four weeks taking one and half hours each week; the control group, however, did not receive pre-teaching. At the end of each intervention, reading comprehension tests were given for both groups. To test effect of the intervention on students' reading comprehension, t-test and MannWhitney U tests were computed. The results showed that there is a statistically significant difference between the (ading comprehension performance of the experimental and t~e control group (U = 17J,· p < 0.001). The experimental group scored higher than that of the control group (Experimental group mean rank= 39.53, whereas the control group mean rank= 21.47). In addition, paired sample t-test was used to find out the effect of the intervention on reading comprehension performance of students within the experimental group before and after intervention. The tests results of students were statistically higher after receiving intervention than before intervention was provided, i.e., mean of pre-intervention test result'= 4.08, mean of post intervention test result= 5.36, df = 29, p < 0.001). This finding strengthened the findings obtained between two independent control' and experimental groups. The study finding revealed the importance of teaching reading comprehension through integrated vocabulary and grammar pre-teaching which activate students' schemata in EFL classes to improve their comprehension ability . ... ' Since this study was limited in scope of participant coverage and study time, researchers in the field should conduct longitudinal study to see effect of vocabulary and grammar pre-teaching at different • " 'grade levels and in different school settings to be able to generalize its usefulness and the consistency of findings on a wide range. Key words: comprehension, grammar, pre-teaching/pre-reading, reading, schema