Task-based learning is a popular topic in ELT/EFL circles nowadays. It is accepted by its proponents as a flourishing method that may replace Communicative Language Learning. However, it can also be seen as an adventure just because there are almost no experimental studies to tackle questions concerning applicability of Task-based Learning. In this paper we try to find out whether or not task-based writing activities have a positive effect upon reading comprehension in English as a foreign language. An experimental study was conducted in order to scrutinize implications of Task-based Learning. Two groups of 28 students were chosen through random cluster sampling. Both groups were given a pre-test and a post-test. The pre-test and post-test mean scores of the experimental group, which got treatment through task-based writing activities, were compared with those of the control group, which was taught English through traditional methods. The effect of the treatment upon reading comprehension was analyzed through two-way ANOVA. The results provide a theoretical justification for the claims of the proponents of Task-based Learning.