This study examines the relationship between students’ reading frequency and their reading comprehension skills among Junior High School learners. It aims to determine whether increased reading frequency contributes to better comprehension and to provide insights for improving literacy outcomes. A quantitative research design was employed involving 50 Junior High School students from World Citi Colleges Guimba Campus, selected through simple random sampling. Data were collected using a validated survey instrument measuring reading frequency, prior knowledge activation, and reading comprehension skills. Descriptive statistics were used to summarize students’ reading habits and comprehension levels, while Pearson’s correlation coefficient was applied to determine relationships among variables. Results showed that students frequently engaged in reading, particularly online texts and class notes, and actively activated prior knowledge while reading. Reading comprehension skills were found to be moderate. Correlation analysis revealed a strong positive relationship between reading frequency and comprehension, as well as a moderate to strong relationship between reading frequency and prior knowledge activation. These findings highlight the importance of promoting consistent reading habits to support students’ academic success.