This study was an attempt to investigate the possible effect of intertextuality-aware instruction of reading passages on a sample of intermediate EFL learners of both genders. First, the intertextuality deployed through the reading passages of the study's course-book was focused inspired by Fairclough's (192) framework in terms of genre, text type, vocabulary, and structures as well as the reporting modes and intertextuality types. Moreover, 40 homogeneous female and male students were selected as the participants of the study in order to investigate the effect of intertextualty-aware instruction on their comprehension of reading passages. The findings indicated a significant difference between the performances of two groups on the final reading comprehension post-test in the way that experimental participants who experienced the study's treatment performed remarkably better than their peers in the control group. Furthermore, it was found that gender was not a determining factor for intertextuality-aware instruction in the way that participants of both genders had more or less similar performance on the study's post-test.