The purpose of this study is to examine the effect of explicit teaching on reading comprehension when EFL learners read signaled text or non-signaled text. The main concern is whether explicit teaching of signal words facilitates reading comprehension. Another issue is whether there is a difference in their reading comprehension scores when students are taught signal words explicitly but read non-signaled texts. The study was conducted at Anadolu University, Education Faculty, English Language Teaching Department. In order to analyze the data mean scores and two-independent-samples t-tests were run. The results of this study indicate that both explicit teaching of signal words and reading signaled texts contribute to the reading comprehension. Also, the results of the ttest show that there is a statistically significant difference between the explicit teaching group and noteaching group when they read non-signaled texts.