This paper explores the significance of developing English reading skills through a psychopedagogical approach. Recognizing reading as a central skill in language acquisition, the study combines psychological and pedagogical frameworks to examine how learners can be supported in enhancing their reading abilities. Through a critical review of theoretical models, practical strategies, and empirical studies, the paper argues for an integrative methodology that considers motivation, cognitive development, learner autonomy, and socio-emotional factors. The findings indicate that psychopedagogical interventions contribute positively to both reading comprehension and learner engagement, particularly among EFL learners in secondary and tertiary settings. The study concludes with pedagogical implications and recommendations for further research in this interdisciplinary domain.

English Reading Skills, Psychopedagogical Approach, Second Language Acquisition (SLA), Metacognitive Strategies, Reading Comprehension, Learner Motivation, Cognitive Development, Affective Factors in Learning, Language Pedagogy, Holistic Language Education

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