Studies, both international and local, suggest that STEM students are often neglected in the mainstream school curriculum as they do not receive the attention necessary to develop discipline-specific reading comprehension skills. The proposed project will address this gap. The goal of the 12-week, secondary-level intervention is to develop innovative methods for developing reading comprehension, enhancing STEM students’ reading ability and empowering them as self-directed English language learners. To achieve this, we will apply reciprocal reading instruction, which is an interactive, structured method targeting the goal of supporting effective reading skills, particularly in the STEM curriculum (Curriculum Development Council, 2018). Through reciprocal reading intervention, English teachers and STEM subject teachers work collaboratively to identify suitable reading resources (e.g., printed and online multimodal texts) to implement the STEM curriculum through collaboration. The reading strategies learnt in the intervention will support students in coping with more complex academic texts that deal with cross-curricular themes in the KLA curriculum and will prepare them for the demands of reading in terms of language formality, vocabulary and text complexity.