Abstract
Abstract The study investigates the effect of a teaching intervention which was designed with the aim to improve reading skills among Greek tertiary education students on the basis of assessment of their perceived needs and deficiencies. Experimental research design was employed. The post-intervention data revealed that the experimental group outperformed the control group in terms of test scores while between-groups comparison indicated statistically significant differences in reading skills performance of the experimental group. The data signified the merits of the adopted reading component and the provision of training in reading skills based on sound principles and practice.
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