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Reading is not merely a fundamental skill; it is the gateway to knowledge acquisition, critical thinking development, and academic and professional success. In the realm of higher education, English students encounter cognitive barriers that impede the development of their reading skills. This study aimed to identify the cognitive factors that affect the development of reading skills among sophomore English students in higher education. This non-experimental observational study employed a mixed research methodology, utilizing a prospective transversal approach to understand the cognitive factors influencing reading proficiency among these students. The theoretical framework drawn from a literature review highlights the importance of vocabulary, grammar, phonology, decoding, and working memory in reading comprehension. In addition, it suggests the implementation of reading strategies to reduce reading deficits. Through the administration of a questionnaire to 27 sophomore English students at Cocle University Regional Center, perceptions regarding various cognitive factors affecting reading abilities were gathered and analyzed. Results revealed that vocabulary emerged as the most influential cognitive factor, with a significant majority strongly agreeing on its importance. Additionally, phonology, working memory, and grammar were identified as significant contributors to reading skills development. Interestingly, decoding skills were viewed neutrally by nearly half of the participants. These findings underscore the critical role of vocabulary and phonology in shaping reading proficiency among sophomore English students, while also emphasizing the importance of addressing working memory concerns. The study suggests the implementation of specific strategies aimed at improving reading skills to reduce the negative impact of these cognitive factors and effectively support students' academic progress.
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