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The objectives of this research were to investigate (1) whether there is a significant different between students who use graphic organizer (GO) and those who use collaborative strategic reading (CSR) in students’ reading comprehension achievement; (2) whether there is the significant interaction between reading strategy and learning style in students’ reading comprehension; (3) whether the graphic organizer strategy is more effective for visual learner than auditory learner toward students’ reading comprehension achievement; (4) whether collaborative reading strategy is more effective for auditory learner than visual learner toward students’ reading comprehension achievement. The research was conducted at SMP Negeri 3 Bengkulu from May to Juni 2014. The samples of the research were two classes of six classes. The sample was taken randomly by using lottery. The method of the research was experimental study. The data collecting technique used questionnaire likert scale to determine students learning styles, while multiple choice items was used to measure students reading comprehension achievement. The data was analyze by using excel and SPPS 20. Based on the result of data analysis, there were four findings were drawn, they were: First, there was a significance different between students who use GOs and those who use CRS in students’ reading comprehension achievement. It was supported by the score of significance is 0,013. This value was less than α: 0, 05. Second, there was no significant interaction between reading strategy and learning style in students’ reading comprehension. It was supported by the score of significance is 0,061. The value was more than α: 0, 05. Third, GOs was more effective for visual learner than auditory learner toward students’ reading comprehension achievement. It was supported by mean of graphic organizer for visual learner was 69,56 while graphic organizer for auditory learner was 68,00. Fourth, CRS was more effective for auditory learner than visual learner toward students’ reading comprehension achievement. It was supported by mean of CRS for auditory learner 60,44 more than CRS for visual learner 58,22.