There is little doubt that vocabulary is one of the fundamental cornerstones of language and that the reading skill is one of the most crucial skills for educational and professional achievement. There is also little doubt that good preparatory activities can largely facilitate the development of both vocabulary and reading knowledge. This book is a theoretical review and an empirical analysis of the effects of pre-task activity types on EFL learners’ reading comprehension as well as their vocabulary recognition and recall. Attention is specifically focused on three pre-task activities including Scaffolded Reading Experience (SRE), Collaborative Strategic Reading (CSR), and Peer-Assisted Learning Strategies (PALS). This book is recommended for all teachers and learners who are interested in any of the above-mentioned areas.