Language learning strategies have existed for thousands of years but somehow they are not implemented enough in language teaching. Learning can be more interesting and easier if teachers would encourage students to use strategies and in that way control students` learning. In its theoretical part, this thesis explores the three main classifications of learning strategies, and how to use strategies when reading. In its practical part students` comprehension and their usage of reading strategies are discussed. This thesis consists of two parts – the theoretical and practical one. The theoretical part contains ten chapters. The first chapter is the introduction which explains the importance of using learning strategies. The second chapter explains the term learning strategies giving a classification of language learning strategies. The third part deals with reading skills, while the fourth part deals with reading research methodology. The fifth part explains the influence of first language on reading in the foreign language. The sixth part explains reading strategies. The seventh part deals with the role of the teacher. The eight part deals with the usage of reading strategies, while the ninth part deals with the usage of authentic materials. In the tenth part the reader can find a list of reading activities. The practical part shows the results of action research which deals with the usage of reading strategies and the impact they have on students` comprehension. The aim was to investigate whether the usage/non-usage of reading strategies influences learners` reading comprehension. The conclusion sums up theoretical facts and the presented findings of the research.