A plethora of studies have been conducted to examine the relationship between EFL students’ use of strategiesand reading comprehension. Findings from those studies agree on a consensus that reading strategies possess a significantrelationship with reading performance. This study functions as an attempt to contribute to previous findings by examininghow students develop their reading strategies acquired from thematic texts at high school level to university level withauthentic texts. It also aimed at detecting what kinds of strategies should be introduced to students. Participants were 45 first-year English majors studying in Faculty of Language at Lac Hong University. Data were gathered from a questionnaire atthe end of the semester to detect students’ use of strategies and from pre- and post-tests to recognize students’ developmentin reading comprehension. Findings from this study highlight that students’ reading comprehension increased slightly afterone semester and two kinds of strategies, namely memory and monitor strategy, possess a rather strong relationship withreading comprehension. As a result, teachers should pay attention to the two kinds of strategies and then integrate them inteaching reading lessons.