Reading skill is an important skill in English as a Foreign Language (EFL) learning, yet it remains a challenge for many Indonesian high school students. Two of many factors theoretically linked to reading skill development are prosodic reading ability and structure mastery, both of which have received limited attention at the senior high school level in Indonesia. This study is aimed to investigate the correlation between prosodic reading ability (X₁), structure mastery (X₂) simultaneously, and reading skill (Y) among Indonesian EFL high school students. This study employed a correlational research design involving 31 students selected through cluster random sampling. Data were collected using a prosodic reading ability test, a structure mastery test, and a reading skill test, then analyzed using simple and multiple regression and correlation analysis.. The results revealed three significant findings: there is a positive correlation between prosodic reading ability and reading skill (r = 0.578), there is a positive correlation  between structure mastery and reading skill (r = 0.654), and there is a positive correlation between both variables simultaneously and reading skill (R = 0.700). These findings suggest that prosodic reading ability and structure mastery are meaningful contributors to reading skill development. Integrated instructional approaches that cultivate both skills are recommended as an effective pathway toward stronger EFL reading skill.