The purpose of the present study was to investigate the differences between a good reader and a poor reader in cognitive controll, and the effect of organization cues which consisted of a form of integrate and nonintegrate, and a type of title and structure on a verbatim recall and a identify of main idea with a good reader and a poor reader. The subjects were 80 students who were in the fifth grade of elementary school in Daegu, they were divided with a good reader and a poor reader based on scores of reading comprehension test. Each subject was randomly assigned 10 students at per group by 2×2×2 factorial design. Instruments for test included a learning strategy test(rehearsal, selection, elaboration, organization, and comprehension monitoring), a reading comprehension test(cloze test and multiple choice test), verbatim recall test, and a test for a identify of main idea. Materials for reading were consisted of 5 expository proses with organizstion cues which include a type of title and structure and a form of integrate and nonintegrate. Contents of prose were expositories about science and social beyond regular curriculum. And for data analysis, t-test, ANOVA, Scheffe's Post hoc test, and 3-way ANCOVA with intelligence of covariance was used. The results which attained was discussioned on prior studies, and the main conclusions as follows: 1. A good reader use more learning strategies and is better cognitive controll than a poor reader. 2. A poor reader is most difficulties in use of organization strategy among learning strategies. 3. A good reader recalls more verbatims and identifies more main idea than a poor reader. 4. Although the integrated organization cues have not facilitate verbatim recall, but it facilitate a identify of main idea, follow to improve comprehension of prose. 5. The intrgated organizstion cues are more effective to a poor reader than to a pood reader. 6. there is not difference between a title cue and structure cue in both a verbatim recall and a identify of main idea.