The aim of the study was to investigate differences in cognitive and metacognitive strategy use in the reading comprehension of narrative and expository texts among students with learning disabilities (SLD) and without learning disabilities (SWOLD). A total of 122 fifth and sixth graders took part in the study. Half of them (n = 61) were SLD facing severe reading comprehension problems, while the rest were good readers. Two think-aloud procedures were used to assess strategy use of a narrative and an expository text. Various inconsistencies were inserted in order to force students to use strategies and presented on a PC screen. Reading comprehension of both types of texts was evaluated by measuring blocks of meaning recalled by the students after completing the think-aloud procedure. Findings are discussed in light of reading comprehension disabilities, metacognition, and the domain-specific nature of cognitive and metacognitive abilities.