This article provides a comprehensive exploration of the development of reading comprehension skills among primary school students learning English as a foreign language (EFL). Drawing upon scientific theories, theoretical frameworks, and pedagogical methodologies, the study offers insights into effective strategies for optimizing reading comprehension instruction in primary EFL classrooms. By synthesizing empirical research and pedagogical practices, the article underscores the importance of adopting a holistic approach that integrates theoretical insights with practical pedagogical considerations to facilitate optimal learning outcomes for young EFL learners.