In this study, we examined whether or not readers use different processing strategies for different texts. Eleven sixth-grade primary school students in Turkey participated. Each participant completed a think-aloud process and a free-recall process by reading an expository text and a narrative text in Turkish. The data obtained were analyzed qualitatively. The results indicated that the comprehension strategies of the readers changed according to the text being processed. When the children processed a text about which they had strong background knowledge and when the text provided them with more overt linguistic clues, they could monitor their comprehension process more efficiently and render a more coherent reconstruction of the texts. We concluded that teachers should consider the effect of textual differences on children's learning process.