The present study, on the one hand, investigated whether or not strategies like Lexical Inferencing (LI) and Morphological Instruction (MI) can significantly affect EFL learners’ reading comprehension, and on the other hand, examined their effects on the learners’ vocabulary retention over time. For this aim, 60 homogeneous EFL learners were chosen and randomly assigned into two experimental and one control group each one consisting of 20 subjects. After the pre-test, participants of the first experimental group received lexical inferencing strategy training for six 45- minute sessions. The second experimental group was also provided with morphological instruction for six 45-minute sessions and as for the control group, the participants followed their regular reading comprehension courses without any strategy training. After the treatment phase, two post- tests with a short time interval were administered to the three groups and the obtained data were fed to different statistical tests including paired t-tests and one-way ANOVA to spot the probable differences among the three groups’ first post- test performance as a measure of the learning differences and the second post-test performance as a measure of the learners’ vocabulary retention differences over time. Results of the paired t-tests for comparison of the within group differences showed that lexical inferencing instruction had statistically significant effect on EFL learners' reading comprehension development. On the other hand, it was found that morphological instruction had no statistically significant effect on EFL learners' reading comprehension development. Results of the first one-way ANOVA for comparing 1st post test scores revealed that there was no statistically significant difference between the effects of lexical inferencing and morphological instruction on EFL learners' reading comprehension development. The results of the second one-way ANOVA for comparing second post test scores revealed that th
