This study explores reciprocal teaching and the effectiveness of reading strategies, focusing on linguistic versus metacognitive ability, for improving reading comprehension. The participants were 22 fourth-grade students identified with poor reading comprehension, from two schools in Sweden. The intervention took place during 8 lessons distributed over 2 weeks' time. The participants were divided into two intervention-groups, one targeting linguistic ability (to clarify words and summerize), the other one targeting metacognitive abilities (to predict content and ask questions). Participants' linguistic and metacognitive ability were assessed in pre- and posttests. The results revealed that instruction focusing on linguistic ability showed significant effect on clarifying words, while the instruction focusing on metacognition made a significant effect on students' ability to formulate questions.