Research-based multi-text strategies (MTC) comprised of two-step verification, discrepancy-induced, cognitive-affective engagement, and reading as problem-solving models may assist students in furthering their reading comprehension in this Internet-based society. The purpose of this statewide quantitative study of principals in Title I elementary schools was multifold: (1) describe the principals' knowledge of the four MTC models, (2) assess principals' level of importance tied to teacher use of strategies to foster student MTC reading comprehension, and (3) explore whether there was any relationship between self-reported principal knowledge of models and school-level reading performance. Of the 73 (11% response rate) responding to the survey, principals' MTC knowledge was 4.19 on a 0-6 scale, with the CAEM model (4.37) the strongest, and all listing strategies were important. A small correlation (r = 0.05) was found in exploring their knowledge and school performance. As this study was the first known MTC reading comprehension study involving school leaders, how the gleaned results may prove beneficial to educators and researchers are offered to understand better the knowledge level of principals and any relationship between this knowledge and overall student reading performance. Future avenues of research are offered. [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.]