<p>This longitudinal study explored the effects of a term-long foreign language reading strategy training on Chinese college EFL (English as a foreign language) students’ use of foreign language reading strategies and reading comprehension performance. The participants were 146 first-year students from a state-owned university in Beijing. Every other week in 16 weeks of the 18-week term, a group of specific foreign language reading strategies with explanations and two reading passages were published in an online classroom platform for the participants to read and practice using the strategies. During the term, the participants were measured for their use of foreign language reading strategy use (FLRSU) and reading comprehension performance at three different time points (i.e., beginning, middle and end of the term). Major findings were: (a) The students had a medium to high FLRSU level at each time point, which significantly increased over time, (b) their English reading comprehension performance decreased from time point 1 to time point 2 and then increased to time point 3, and significant difference occurred between the first two time points and the last two time points, (c) the FLRSU and English reading performance measured at a time point significantly predicted those measured at the following time point respectively, and (d) the FLRSU measured at each time point was significantly correlated with and predicted reading comprehension performance measured at the same time point and at the subsequent time point. These findings clearly demonstrated the significant role of the training in enhancing students’ use of foreign language reading strategies and reading comprehension performance. Based on these findings, the paper discusses key pedagogical implications on how to teach foreign language reading strategies.</p>