This study examined the relationship between Iranian EFL learners reading comprehension ability and reported the use of reading strategies among the EFL learners. Participants were 62 students studying English in a private language institute in Hamedan. They completed a questionnaire of reading strategies aimed at determining their strategies when they do a reading task in English. They were also given a reading comprehension test with 20 multiple choice questions. Based on their scores on the test, they were divided into skilled and less skilled readers. The independent t-test was run to find whether there was any difference between the two groups in terms of their scores on the reading comprehension strategy questionnaire. The result showed that the two groups differed significantly with respect to the reported use of reading comprehension strategies with skilled readers reporting higher usage of cognitive and metacognitive strategies.
Key words: cognitive and metacognitive strategies, reading comprehension, reading strategy