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The lack of English literacy from public schools and the nature of the English language which differs from students' first language have a negative impact on the performance of students' reading comprehension at the foundation level in El Ula Branch, Taibah University. This study aimed to investigate how the Logic of English Approach improves Saudi students' reading comprehension. Thus, the study raised some questions: Is the Logic of English Approach a better method for teaching EFL Saudi students' reading comprehension? Do phonics and phonograms have a positive influence on students' reading comprehension? Does the use of word roots and affixes improve students' reading comprehension? Do the English spelling rules have positive effects on the students' reading skills? A quantitative research design was selected and 28 teachers (18 males and 10 females) were chosen from English instructors at the Deanship of PYP and English lecturers at the College of Arts and Sciences. To collect information from participants, a questionnaire was conducted. The findings revealed that first-year university students had made remarkable progress in their reading comprehension due to the Logic of English Approach as a method of teaching. The study findings had also disclosed that the improvement of reading comprehension depends on intensive teaching and practising of phonics, phonograms, word roots, affixes and spelling rules.