Cognitive Learning Strategies, Reading Fluency, and Comprehension Skills of Junior High School Students

Reading comprehension is a fundamental skill that supports academic success among junior high school students and is influenced by cognitive and linguistic factors. This study examined the relationships among cognitive learning strategies, reading fluency, and reading comprehension during the second quarter of School Year 2025–2026. A total of 217 Grade 7 students participated, selected through proportionate stratified random sampling to ensure representation across sections. Using a predictive correlational research design, data were collected through validated questionnaires assessing cognitive learning strategies and standardized reading assessments measuring fluency and comprehension. Descriptive statistics (mean, standard deviation) determined the levels of each variable, while Pearson correlation analysis examined their relationships. Results indicated that students demonstrated moderate levels of cognitive learning strategies (M = 2.45, SD = 0.52) and reading fluency (M = 78.3, SD = 9.6). Significant positive correlations were found between cognitive learning strategies and reading comprehension (r = 0.814, p < 0.01) and between reading fluency and reading comprehension (r = 0.762, p < 0.01). These findings suggest that students who effectively apply cognitive strategies and exhibit greater fluency tend to achieve higher comprehension outcomes. The study highlights the importance of strengthening instructional practices to enhance reading performance.