The aim of this work has been to explore the relationships between reading comprehension achievement and strategies used by teachers in second and third class of public schools of Mar del Plata City. The assumption of this study affirms that exist an association between reading comprehension achievement and strategies used by teachers. It was applied an adaptation of PROLEC to evaluate reading comprehension achievement and a questionnaire to explore the educational strategies. The instruments were administered to a random sample of students of 2º and 3º year of 10 public schools (n=258) and their respective teachers (n=64). The outcomes allows contribute empirical evidence of the absence of statistically significant associations between both variables which allows to suppose that reading comprehension is a complex phenomenon that depends on numerous factors like individual cognitives differences and familiar support.
