The present study aimed at comparing the effectiveness of note-taking, punctuation, annotation, and conceptual map on comprehension and learning speed of high school second grade females. The research plan was experimental and pretest-posttest with control group. The statistical population included all high school second grade females in experimental sciences at the morning shift in Tehran in the academic year 2015-2016. A number of 60 students were selected by convenience sampling and each one was randomly assigned in different experimental and control groups. For data collection, the experimental texts, a researcher-made comprehension questionnaire, and timer were used. SPSS16 software and multivariate analysis of variance analysis were used for data analysis. The findings indicated a significant difference between the means of experimental and control groups in terms of learning speed (P<0.05). However, there was no significant difference between the learning speed of experimental groups (note-taking, punctuation, annotation, and conceptual map (P>0/05). A significant difference was found between the note-taking group and the control group in terms of comprehension while there was no significant difference between the punctuation group, annotation group, conceptual map, and control group. Using the learning strategies increases the learning speed and note-taking enhances the comprehension among the students.