The rapid development of artificial intelligence (AI) is creating new opportunities for language education through adaptive learning, personalised instruction, and immediate feedback. This paper examines the pedagogical potential of AI technologies for developing English reading competence among upper-secondary school students. It reviews the theoretical foundations of reading competence, considers the role of AI-supported tools in reading instruction, and discusses their advantages, limitations, and methodological implications. The analysis suggests that AI can support vocabulary development, reading comprehension, differentiated instruction, reading strategies, learner motivation, and autonomy when integrated appropriately. However, effective implementation requires teacher guidance, critical evaluation of AI-generated content, attention to digital literacy, and responsible consideration of privacy, ethics, and academic integrity. The paper concludes that AI can contribute to the development of English reading competence when it complements, rather than replaces, sound pedagogical practice