The paper dwells on the possible use of reading strategies to teaching foreign language reading in supplementary education. The supplementary translation course for high school students is regarded as pre-university tutorial and aimed at improving their command of foreign languages and motivating them to receive a higher education. While reading complex texts, students often face some difficulties because of limited knowledge of grammar structures, lack of skimming and scanning reading skills, poor skills of finding and usage of logical connectors and keywords, problems with text structure analysis and others. A strategic approach to teaching foreign language reading can help students to solve these problems and develop metacognition, as well as to learn more about the profession of a translator. Multiple-strategy approaches before, during and after reading are analyzed in respect to their efficacy for teaching reading for translation.