Reading is never considered a simple activity that requires readers to only identify words written on a page or screen. It requires mental activities to comprehend their meaning and recognize relationships between words and ideas. There are many factors that may affect reading comprehension including readers’ background knowledge on the text they read, vocabulary, motivation and text complexity. This study is conducted to explore learners' perception on their reading difficulties, their use of reading strategies and the relationship between them in the case of online reading. This quantitative research collected data from 275 random respondents from various faculties in a public university. The questionnaire has 4 sections that contain items on demographic profile, reading difficulties, global strategies, problem-solving strategies and support strategies. In general, the findings show that there is a high significant association between global reading strategies and readers problem-solving strategies as well as support strategies. However, the study found the perceived difficulties experienced by the learners have no significance to the reading strategies that they use. Nevertheless, the teaching of such strategies should be incorporated in the reading instruction.
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