The aim of this study is to define the effect of predicting strategies on reading comprehension. In this study, quasi experimental research design with pre-test and post-test was employed. The study was carried out with third grade students from Sarıyahşi Vedat Büyüköztaş Primary School in Kırşehir in 2017-2018 fall educational term. Study groups were consisted of one control and one experimental group. The data of the study were gathered by “Reading Comprehension Achievement Test” which was developed by researchers. The content validity of the scale was confirmed by two specialist teachers in the field. It was seen that there was no significant difference between the levels of groups in reading comprehension before implementation. The reading comprehension achievement test was implemented both groups at the end of period. After the term, experimental group students were found getting higher grades from reading comprehension achievement test while control group students were found at average level. There was a significant difference between experimental and control group. The difference was in favour of experimental ones. As a result, participating students actively and curiosity by predicting were seen increasing achievement in reading courses.