Although the importance of reading in developing writing ability is undeniable, few competent readers in EFL contexts develop into competent writers. Since students are not aware that reading can assist them in writing, this study examined the effect of reciprocal teaching--which focuses on four reading comprehension strategies, namely summarizing, questioning, clarifying, and predicting-on improving EFL students' writing ability. Assessment was made based on an evaluation sheet including five criteria (content, macro structure, micro structure, language range and complexity, and language errors) for evaluating the compositions. In this study, true-experimental design was used to study two classes of 104 randomly selected intermediate learners. The pre-test inter-rater reliability for the two raters who rated the students' compositions was 0.95 and the post-test inter-rater reliability was 0.97. Since this study was conducted under the supervision of a supervisor and an advisor, its validity was taken for granted. The results of the independent samples t-test supported the effectiveness of reciprocal teaching of comprehension strategies in improving the learners' writing ability. Since teaching comprehension strategies seems to have facilitated the process of writing, its application can be suggested to reinforce EFL students' writing ability. The findings of this study imply that students will get motivated to read more if they realize the importance of reading in improving their writing performance. (Contains 4 tables.)