The purpose of this study is to determine whether there is any difference in reading comprehension levels of 6th graders receiving SQ4R (surveying, questioning, reading, reciting, recording, reviewing) and Interactive Read Aloud training from cognitive awareness reading strategies. In the study, the reading comprehension activities in the control group were carried out according to the current Turkish teaching program; In the experimental groups, applications were made according to SQ4R and Interactive Read Aloud strategies. Research is a mixed methodology study in which quantitative and qualitative methods are used together. The design of the study is partially mixed sequential dominant status design. The quantitative part of the research was realized with a total of 95 students studying in Istanbul-Pendik. In the qualitative part, a semi-structured interview was conducted with 32 students in the current experimental groups. Quantitative data were analyzed by SPSS 22. In the analysis of interviews, content analysis was carried out using "MAXQDA 12" program. A significant difference was found in favor of the Interactive Read Aloud strategy when comparing the post-test success score of the Interactive Read Aloud strategy trainees with those trained in the SQ4R strategy. Qualitative findings also support quantitative findings. In the group where the Interactive Read Aloud strategy was applied, it was stated that most teachers were models during the reading and that the text discussion helps to understand what they read. In the group in which the SQ4R strategy is applied, it is stated that the awareness of the students about the strategy usage increases even though the contribution to general success is not provided. Most of the students stated that the stages of recitation and note-taking are beneficial to them.