The present study examines how sixth grade students' discussions about texts and comprehension strategies looked similar and/or different based on their identities as readers and their reading levels. Findings indicated that students who self-identified as high-performing readers talked about texts and strategies in ways that were different from students who self-identified as being average or low-performing readers. These differences remained regardless of students' assessed reading levels. Students who identified as high-performing readers discussed using comprehension strategies as a way to clarify or deepen their knowledge of content and to support their interpretations of text. They also selected strategies based on what they believed would best help them address their specific comprehension problems. By comparison, students who identified as average or low-performing readers separated their talk about strategies from their talk about the texts and tended to have one or two favorite strategies that they repeatedly used regardless of their success. (Contains 4 tables.)