The empirical investigation enlisted seventy-six (76) third graders with age ranging from 8-10. Out of the total number of respondents, males and females are equally represented. The study employed a descriptive-quantitative-correlational design. Moreover, the gathering of data was realized through the use of survey and comprehension reading questionnaires. The analysis of the data disclosed that the strategies 'While reading, I translate word for word in an attempt to guess the word meaning' (M=4.18, SD= 1.029), 'I try to relate the unknown word by its word form (i.e. appearance similarity) to another word I previously learned and generate a hypothesis on the word meaning' (M=4.11, SD= 1.150), and 'I guess word meaning from prior knowledge by examining the title or illustration'(M= 3.84, SD=1.189) are the top most used by the respondents. Furthermore, the strategies 'I guess word meaning from context utilizing semantic cues (i.e. synonyms, restatement, comparison and contrast' (p-value =0.048, r-value= 0.328) and ' I guess word meaning from prior knowledge by examining the title or illustration' (p-value =0.009, r- value= 0.569) were found to significantly correlate with reading comprehension in English among the respondents.