This study examines the effect of training in think alouds on literal and higher-order reading comprehension. Thirty-two (n = 32) eighth grade students of English as a foreign language (EFL) participated in the study. The participants were randomly assigned to control and experimental conditions. Descriptive statistics, correlation coefficients, and a multivariate analysis of variance (MANOVA) test were conducted. The results indicated that think alouds is positively related to overall reading comprehension, critical, and interpretive comprehension as well as effective in improving critical comprehension. The results are discussed and recommendations for further research are suggested. (Contains 3 tables.)