This study examines the effectiveness of reading-aloud strategies in enhancing reading comprehension among second-year English major students at DNU. Using a qualitative approach, pre-test and post-test scores were analyzed alongside survey responses from 45 participants. The results revealed a significant improvement in reading comprehension within the experimental group that employed reading-aloud techniques, with a computed t-value of 2.921, exceeding the tabulated value of 2.046. Students reported high satisfaction with these strategies, indicating they not only improved reading performance but also enhanced pronunciation and overall engagement with reading. The findings support the integration of reading-aloud strategies in language instruction.