Word problem analysis is a strategy being used in Mathematics to effectively engage students in solving Mathematical equations. Thus, it is an efficacious way to enhance students’ critical thinking and reasoning skill. However, word problems require students’ reading skill. Reading is one of the four (4) macro skills in English. Likewise, there is a known notion that those who have mastery in English have poor knowledge in Mathematics and vice versa. Hence, the researchers aimed to discover the relationship between reading comprehension level and word problem analysis of Grade 7 students through a correlational design. Respondents were selected through systematic random sampling, wherein every odd number student was chosen from the sample frame of 731 students. Data needed for this study were collected using a questionnaire and the Scholastic Reading Inventory (SRI). This questionnaire was comprised of two parts with atotal of thirty-five (35) questions, which were composed of math sentences and/or phrases, and word problems. For the establishment of reliability and validity of the researcher-made questionnaire, it was subjected to pre-testing and reliability test to ten (10) initial respondents who were not actual part of the study sample. Results revealed a Cronbach’s alpha value of 0.91 which were interpreted as excellent. This means that the instrument was reliable and ready for administration. Furthermore, the researchers’ adviser and three (3) Mathematics professionals validated the questionnaire. Distribution of questionnaires was done during Math class hour, excusing the respective respondents in each section to ensure organizational and systematical gathering of data. The research results revealed that 58.95% of the respondents are below basic or lacks in reading comprehension. The results also revealed that only 2.18% of them are in-advanced level of reading comprehension. Findings showed that half of the respondents are in the proficient level which means 45.41% have a word problem analysis skill that is equal to their current grade level. The researchers correlated the results from reading comprehension and word problem analysis using a Pearson-r formula giving a coefficient of 0.3 78. Based on the results, it is then concluded that there is a low positive correlation between the reading comprehension and word problem analysis. Moreover, a regression analysis is conducted to determine a simple relationship between the two variables. It shows that there is an average increase of 0.55 points per 100 point-lexile increase from a standard average score of 7.43 5 out of 35 items. This implies that reading comprehension minimally affects the word problem analysis of the students. As future teachers, it is important to tap the higher order thinking skills of the students and utilize good art of questioning when teaching learners to improve their comprehension.