Supra-segmental features refer to various forms of intonation and how words and sentences are uttered. Such features challenge meaning and comprehension, too. Despite the importance of these features and their reported association with phonological awareness and linguistic comprehension, their effects on reading comprehension have not been explored. The current work investigated the impact of a remedial program on Persian and English reading comprehension of a group of English language learners (N=30 divided into experimental and control groups). The measurements tested the components of reading comprehension based on the Simple View of Reading (SVR). Additionally, supra-segmental features were assessed by Profiling Elements of Prosody (i.e., supra-segmentals) in Speech-communication (PEPS) in both languages. As a result, English and Persian elision and also Persian listening were affected by teaching supra-segmental features. Assessing the transfer of linguistic skills revealed that Persian listening and knowledge of supra-segmentals, in particular, recognizing short syllables and awareness of stress position in a sentence, contribute to English reading comprehension. It indicates that reading and listening comprehension are affected by similar cognitive processes that may lay in the knowledge of supra-segmentals. The findings also suggest that simpler systems of supra-segmentals are more likely to transfer. Pertinent pedagogical implications were presented, as well.