The aim of this study is mainly targeted to develop a reflective teaching model for reading comprehension and to examine its effectiveness in teaching reading comprehension to the students in Myanmar. Therefore, different works of literature from different fields of reflective teaching, reading comprehension, and instructional designs were reviewed to deduce a new idea for reflective teaching in reading comprehension. After the review of different studies, the reflective teaching model for reading comprehension (RTMRC) was theoretically developed in accordance with instructional design criteria and a strong theoretical base in reflective teaching and reading comprehension processes. It was the originality of this current research and also validated with some experts in the fields of instructional design and English language teaching. After that, the empirical research related to the reflective teaching (especially, different classroom research) was compared, and from that, a new methodological idea to conduct the valuable research which is most appropriate with the Myanmar context was extracted. Then the instruments for this study were constructed and the detailed lesson plans for the main study were also written for the participating teachers. The instruments were pre- and post-tests, student questionnaire, and observation scheme. In the pilot study, these instruments were first content-validated with some content experts for cross-cultural use. Second, these instruments were also continuously confirmed their construct validity, and if necessary, they were modified and planned for the main study. As the next step, the main study was conducted to examine whether the reflective teaching model for reading comprehension is effective on students’ reading comprehension achievement in Myanmar. In this main study, three teaching strategies; reciprocal teaching, interactive teaching, and questioning, were utilized in the framework of the reflective teaching model (RTMRC) that was self-developed. These three strategies were qualified, compared, and examined for their effectiveness respectively by the RTMRC teaching. Therefore, under the title of the main study, four main parts were presented by dividing them into four sub-studies investigating the effectiveness of these teaching approaches (Reflection-Based Reciprocal Teaching – RBRT; Reflection-Based Interactive Teaching – RBIT; Reflection-Based Questioning Approach – RBQA; Reflective Teaching Model for Reading Comprehension – RTMRC). Therefore, this research study could exclaim that the RTMRC model is not only qualifying different teaching strategies to improve students’ reading comprehension achievement but also essential for both teachers and their students for their effective teaching-learning process.