<![CDATA[Reading constitutes a fundamental receptive skill crucial for vocational secondary language acquisition and technical comprehension. Gap in literature or discrepancies between theories and practices: While previous research has detailed individual literacy traits, a notable empirical gap persists regarding how structured behavioral sub-dimensions directly align within the specialized vocational domain rather than focusing merely on final academic scores. Purpose of study: This study aims to analyze the direct correlation between general language learning strategies and academic reading strategies among tenth-grade students at SMK NU Simo Karanggeneng during the 2025/2026 academic year. Method: Employing a quantitative correlational framework, data were gathered from 30 female tenth-grade students specializing in Banking and Accounting services at SMK NU Simo Karanggeneng using the Strategy Inventory for Language Learning (SILL) and the Survey of Reading Strategies (SORS). Main findings: Descriptive analysis indicated that cognitive strategies were the most prominent learning modalities utilized by participants (M = 44.20), whereas global reading strategies dominated text processing behavior (M = 48.06). Pearson Product-Moment correlation analysis revealed a robust, positive, and statistically significant relationship between general learning strategies and academic reading strategies (, ), with the independent variable explaining 56.5% of total reading strategy variance. Conclusion: Broad cognitive frameworks fundamentally operationalize micro-level reading mechanisms. Pedagogical implications recommend a curricular shift toward explicit, strategy-focused instruction tailored for specialized vocational literacy.]]>
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