This action research project was conducted to help determine if the use of written reading response activities would improve reading comprehension when students are reading independently. The study was conducted with twenty 3rd grade students. The students read one text a week for ten weeks and completed written reading response activities before, during, and after reading each text. The reading responses focused on the comprehension strategies of predicting, questioning, visualizing, and summarizing. The goal was for the students to build the metacognitive skill of comprehension monitoring and use the reading strategies when independently reading. Data was collected from teacher created rubrics from the reading responses, comprehension quizzes for each text read, and reading comprehension scores from the aimwebPlus Universal Screening assessment. Analysis of the data showed a positive effect size of the use of reading responses on reading comprehension when reading independently.