Abstract This research review investigates reading difficulties among junior high school pupils, focusing on cognitive, socio-emotional, instructional, and socioeconomic issues. Reading proficiency at this stage is essential for academic achievement, yet many students struggle owing to a variety of interconnected difficulties. A critical review of existing research demonstrates the importance of cognitive deficiencies such as working memory and attention, as well as socio-emotional aspects such as anxiety and self-efficacy. Instructional approaches, particularly phonics-based and diversified strategies, are emphasized as critical for meeting diverse needs. The study compares findings from diverse studies, emphasizing the need of combining educational and emotional support to ensure effective interventions. Quantitative, qualitative, and mixed-method approaches are all examined, with mixed methods providing the most comprehensive results. However, there are still limitations, such as a dearth of longitudinal studies and study into factor intersectionality. Furthermore, there is little research into cultural and linguistic variety, as well as the impact of digital tools on reading development. The review concludes that a multifaceted approach is required, incorporating cognitive, emotional, and pedagogical tactics. Implications for educators include the need for comprehensive training and focused interventions, while policymakers should concentrate on budget allocation and curriculum development. Future research should strive to close these gaps in order to develop more effective and inclusive methods. Keywords: reading proficiency, cognitive deficits, socio-emotional factors, instructional strategies, junior high school students.