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Reading is one of subjects that is learnt in English Department of English Literature Department of Cultural and Social Science Faculty of Pakuan University Bogor. Students generally are expected to comprehend English text in other lessons and in Reading lesson specifically. In comprehending the text students learn theory of reading such as: scanning, summarizing, learning and discussing the task, etc. As a matter of fact, the ideal situation does not happen in the class. Some students are still have problem in comprehending the text. According to that condition, researcher divided them into three categories; high, middle and low achiever students. The research was aimed to find out the reading strategies used by high, middle and low achiever students. It also investigating students’ respond to the strategies implemented by teacher. The strategy consist of direct and indirect strategies. A direct strategy includes memory, cognitive and compensation strategies while indirect strategy deals with metacognitive, affective and social strategies. The qualitative design was utilized in this research. The data of the research was gathered by the class observation, questionnaire and interview. The finding showed that high achiever students employed memory and cognitive strategies in high level. In other side compensation, metacognitive, affective and social strategies were in medium level. Middle achiever students employed all reading strategies in high level. Meanwhile low achiever students employed memory, cognitive, compensation, affective and social strategies were in high level, then the rest strategies like metacognitive were in medium level.