An innovative reading comprehension curriculum that recruits social cognition in the teaching of visualizing, making inferences, and literature concepts was created, thereby achieving the first aim of the research. The Reading Rangers (RR) program was based on three research-based learning principles that were relied on in converting reading comprehension to a social domain. The RR curriculum was designed to capitalize on the social reasoning strengths of low-income children that have been identified in the cognitive-developmental literature. The second research aim entailed implementing this curriculum within a low-income urban school and comparing its effectiveness to an established reading comprehension curriculum already being used in the district. The finding that the Reading Rangers curriculum was more effective than the district program in facilitating students' use/production of strategies is particularly noteworthy, as production is considered a higher-level cognitive skill than recognition. This result is even more striking when considering the short duration of instruction, which was just twelve days. It is encouraging that the Reading Rangers curriculum proved to be effective in teaching reading comprehension strategy use to urban, low-income children. The current findings are consistent with other research that has shown positive effects on learning from educational practices that build upon children's social cognitive strengths. Given the persistence of the income-achievement gap and the preliminary success of this curriculum, building on social cognitive strengths in urban classrooms may be a promising approach for boosting low-income students' reading achievement.