Reading comprehension and grammar knowledge among students of master’s degree in EFL pedagogy from a public University in Loja city, period August- December 2025.

In learning English as a foreign language, reading comprehension and grammatical knowledge are very important components, as they help students interpret information and construct meaning clearly. At the same time, they reinforce the capacity to produce the language. At the same time, they strengthen the ability to produce the language. In this sense, this quantitative correlational study examined the relationship between reading comprehension and grammar knowledge among students enrolled in a master’s program in EFL Pedagogy at a public university in Loja during the August–December 2025 period. For this purpose, standardized reading comprehension and grammar tests aligned with postgraduate academic requirements were administered. In this way, data was collected through online tests. The results showed a moderate positive correlation, indicating that students with higher grammar knowledge tended to achieve better reading comprehension scores. The highest performance was observed in inferential comprehension and sentence structures, while the lowest scores appeared in inferential comprehension and coherence. The main conclusion suggests that reading comprehension is closely linked to grammatical competence, reinforcing the theory. These findings highlight the need for targeted instructional strategies to strengthen advanced reading and grammar abilities among postgraduate EFL learners.