This study was an action research project evaluating the effectiveness of selected reading strategies on student learning. The action research was conducted in an undergraduate measurement course in a teacher preparation program. Students used a pre-selected reading strategy to read assigned readings then completed a quiz on the readings and a survey on their perception of the effectiveness of each reading strategy. A mixed-method approach was employed. Results indicated the active processing strategies were effective, with the "I" graphical organizer perceived by most students as an efficient tool for quizzes and also perceived as being more efficient than reflections.