The study navigates to explore the reading skills of students toward curriculum development programs as to background knowledge, vocabulary, language structure, verbal, and literacy knowledge.

Mixed methods are utilized in the study through Focus Group Discussion (FDG) on the extent of reading skills of students towards curriculum development programs among the respondents. The study comprised Sixty (60) respondents only.

Results show that the extent of reading skills of students towards curriculum development program enhances students’ impact of the strategy academic progress and comprehension, background knowledge shows to highlight and enhance the influence nature of text, quality of the situation model required, and the presence of reader misconceptions, vocabulary reading skills show to cultivate strategic readers who will automatically employ to enhance performance on comprehension for students, language structure in reading skills show to explain the application and assessment strategies and evaluation criteria for various reading comprehension skill levels, verbal reading skills show to provide great importance in learning through words and act of communication, and literacy knowledge skills show to provide more information among students as centers of learning and reading skills.