The purpose of the present study is to investigate the relationship between male/female , literature/translation students’ choice of reading strategies while reading argumentative and narrative texts. In this study, a general proficiency test, Success, was administered among 60 literature and translation college students at Arak University. The results showed that the participants were homogenous regarding their level of proficiency. Then, they were required to specify what strategies they employed more when reading argumentative and narrative types of text, through a questionnaire by Sheorey and Mokhtari (2002) and interview. First, two argumentative texts were given to them and they filled a reading strategy questionnaire relevant to each text. Then, the same procedure was done for narrative texts . Afterward, some of the participants were interviewed in order to specify what reading strategies they used while reading argumentative and narrative type of texts. Finally, the data were analyzed through the latest version of SPSS. The results of the study showed that the most frequently used reading strategies are Global strategies in both narrative and argumentative texts. The second and third used strategies are Problem-solving and Support strategies respectively. The results also indicated that there is no difference between male, female, translation and literature participants in the choice of reading strategies.
