Our aim is to evaluate reading comprehension strategies based on empirical evidence and applicable to undergraduate students. Our hypotheses were that domain-knowledge or summary would have more influence on local, global, and inferential questions than rereading-question-answering instruction. Results of Experiment 1 were mixed in terms of support for the hypotheses, and results of Experiment 2 did not exactly replicate the effects. However, a consistent finding is that students who received either domain-knowledge or summary instruction performed better on inferential questions about the target text, a reflection of deep comprehension. These results and their implications for university teaching are discussed.