The researcher studied the effect of multiple strategy instruction on the reading comprehension of low-achieving and average first-grade readers, and gifted first-grade students. The researcher also sought to determine how the effect of multiple strategy instruction differs according to gender. Running records and "Assessing Comprehension Thinking Strategies" were used as quantitative measures. Observational notes and interviews served as qualitative data. While results from the running records indicated no significance, the "Assessing Comprehension Thinking Strategies" measure showed strong significance for gifted students and average readers. A test of estimated marginal means indicated drawing inferences instruction was more effective for females than males. Qualitative data indicated that low-achieving readers who received the treatment made slow but significant progress in reading comprehension. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]