Low-proficient L2 readers, especially, struggle for literal understanding of the text and for appropriately using reading strategy (RS). We examined whether and how the development of L2- English reading comprehension skills is associated with the frequency and kinds of L2 RS use. Fifty Japanese learners of English completed a reading comprehension test, single sentence reading task to measure reading fluency, and a questionnaire on their metacognitive awareness of reading strategy. A hierarchical cluster analysis was applied to classify the participants into subgroups and identify group-specific characteristics. Three subgroups identified through the analysis showed that the participants in cluster 3 who obtained the lowest reading comprehension test scores reported using RSs as widely and frequently as the participants in cluster 1 who had the highest reading comprehension test scores. Interestingly, the participants who had mid-level reading comprehension test scores (cluster 2) reported the least number of RSs. Non-significant differences in reading fluency between the participants of cluster 2 and 3 suggest the existence of qualitative difference in RS use. Findings suggest the possibility of L2 readers exhibiting appropriate RS use after undergoing a series of restructuring or U-shaped process of overusing and then disusing RSs. Limitations and educational implications were also discussed.