This study aimed to examine the impact of three types of advance organizers (verbal, textual, and graphic) on the reading comprehension skills of 118 intermediate-level EFL learners, both males and females, ranging in age from 19 to 28 (average age of 23). The participants were divided into four groups: the graphic organizer group, verbal organizer group, textual organizer group, and control group. All participants initially took a pretest consisting of 30 multiple-choice questions. After treatment, a posttest was administered to measure reading comprehension achievement. The results of the quantitative analysis of covariance (ANCOVA) indicated that advance organizers significantly improved reading comprehension scores. Specifically, graphic and textual organizers had a significant difference in mean scores. Furthermore, the qualitative analysis of the study revealed that a majority of the students had a positive attitude towards using graphic advance organizers in the classroom. The findings of this study contribute to those who are concerned with teaching. Manuscript profile

This study investigated the effects of different kinds of advanced organizers, such as graphic, verbal, and textual organizers, on the reading comprehension of left- and right-brained Iranian EFL learners. The participants of the study were 64 female and 54 male intermediate-level EFL learners with ages ranging from 19 to 28 (M = 23) and varying degrees of brain dominance from Mohaghegh Language Institute in Tabriz, Iran. Four intact classes, one control group and three experimental groups including graphic organizer, verbal organizer, textual organizer groups participated in this study. The design of the study was a quasi-experimental design with a pretest and a posttest. The uniformity of the EFL students was ensured using the Oxford Placement Test (OPT). The Alert Scale of Cognitive Style (Loren, 1989) was used to identify left- and right-brained EFL students. The researcher created the pretest and posttest in this study to assess the participants' reading comprehension before and after the intervention. The ANCOVA results demonstrated significant difference in reading comprehension between participants who used graphic organizers and textual organizers; there was no statistically significant difference between participants who used verbal organizers and textual organizers. Students with right-brained personalities outperformed those with left-brained personalities in the graphic organizer group, but the reverse was true for the verbal organizer group. Additionally, the results demonstrated that females used advance organizers more skillfully than males did. The results imply that various advance organizers ought to be included in L2 reading courses. Manuscript profile