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Reading attitude defined as an individual’s feeling
about reading, caused learners to approach or avoid
a reading situation.
According to Guthrie and Wigfield, 1997

Harris and Sipay (1990)
Stated that, “pupils’ attitudes toward reading can be
an important factor in their voluntary reading and
reading achievement.”

Heilman, 1981
Reading comprehension defined as a process of
making sense of written ideas through meaningful
interpretation and interaction with language.

READING ATTITUDE AND
READING COMPREHENSION
AMONG THE SECOND YEAR EDUCATION
STUDENTS MAJOR IN ENGLISH OF
CITY COLLEGE OF TAGAYTAY
ACADEMIC YEAR 2015-2016

Reading Attitude and Reading Comprehension
Among the Second Year Education Students Major in English of City College of Tagaytay Academic Year 2015-2016
CHAPTER 1
INTRODUCTION

CHAPTER 1 INTRODUCTION
BACKGROUND
AND
RATIONALE OF THE STUDY

BACKGROUND AND RATIONALE OF THE STUDY
Mathewson’s (1994) model, which based on
tripartite view of attitude, suggests that attitude
toward reading encompasses evaluative beliefs
about reading, feelings about reading, and readiness
to read.

These three components in Mathewson’s model are
expected to influence intention to read or
continued reading, as well as further affect aspects
of reading behavior such as attention, strategy use,
and reading comprehension.

The McKenna, Kear, Ellsworth (1995) model of
reading attitude acquisition, while taking into
account Mathewson’s constructs, addresses the
possibility that social structure and environment
may also affects reading attitude.

Reading comprehension, according to McKenna et al.
(1995) is related beliefs about the outcome of reading. At
the same time, comprehension is also linked to the
reader’s perception of the value of reading, which is very
much contextually defined. If the value of reading is
perceived to be low, “the development of reading ability
will be constrained.”

Day and Bamford (1998) identified four sources of
attitude toward second language reading: attitude
toward first language and its culture and speakers,
and the second language classroom environment.

Both Day and Bamford, and the McKenna et al. model
link the reader perception of the value of reading with
reading ability. Second language readers, who in most
instances are struggling learners of the language, may
place a low value on reading as a way of avoiding reading
frustration.

As for the previously mentioned condition, the
researchers had conducted an investigation on the
correlation of reading attitude on reading
comprehension of the Second Year Education students
Major English of City College of Tagaytay Academic
Year 2015-2016.

STATEMENT OF THE PROBLEM

It seeks to answer the following specific questions:
1. What is the level of reading attitude among the
Second Year Education students Major in
English of City College of Tagaytay Academic
Year 2015-2016?

2. What is the level of reading comprehension
among Second Year Education students Major
in English of City College of Tagaytay
Academic Year 2015-2016?

3. Is there significant relationship between reading
attitude and reading comprehension among the
Second Year Education students Major in
English of City College of Tagaytay Academic
Year 2015-2016?

CONCEPTUAL FRAMEWORK

Independent Variable
Reading Attitude
Dependent Variable
Reading Comprehension
 Literal
 Inferential/Interpretive
 Applied/Critical
CONCEPTUAL FRAMEWORK
Figure 1.A Schematic Diagram of the Relationship between the Variable

SCOPE AND DELIMITATION
OF THE STUDY

SCOPE AND DELIMITATION OF THE STUDY
This was delimited in only two variables namely: independent
which is the reading attitude and dependent, which is reading
comprehension. The study conducted among selected second
year Students Major in English at the City College of Tagaytay,
Tagaytay City February 2016.

SIGNIFICANCE OF THE STUDY

SIGNIFICANCE OF THE STUDY
The result of the study will be beneficial of the following sectors:
 English Teachers
 Students
 School Administrators
 Curriculum Planners
 Future Researchers
 Parents

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES
Melissa Jensen in her periodical “Issues and Trends
in Reading (pp. 23)”
RELATED LITERATURE
READING ATTITUDE
Richardson and Anders (1991) on the book “Principles
and practices of teaching reading (pp.436),”.

In the magazine “Journal of Educational
Psychology (pp. 18-19)”. Thorndike (1917)
RELATED LITERATURE
Cleland (1965) in the publication “Journal of
Literacy Research (Vol. 1, pp. 63-64)” proposed a
construct or model

Despite the fact that there is divergence over the specific
types of comprehension skills, the majority of studies
have found reading comprehension to be composed of
three broad categories at the very least: literal
comprehension, inferential comprehension, and applied
comprehension, which later on studied by Karlin (1971).
RELATED LITERATURE

According to Russ (1989), explored the relationship
between the attitudes of secondary students toward
reading and their academic achievement. Russ concluded
that higher positive attitudes toward reading correlated
significantly with exceptional performance in reading.
RELATED LITERATURE
READING ATTITUDE AND READING COMPREHENSION

RELATED STUDIES

Attitudes toward reading, defined as an individual’s
feelings about reading, caused learners to approach
or avoid a reading situation (Guthrie and Wigfield,
1997),
RELATED STUDIES
READING ATTITUDE

Harris and Sipay (1990) stated that, “pupils”
attitudes toward reading can be an important factor
in their voluntary reading and reading
achievement.”
RELATED STUDIES
READING ATTITUDE

Seitz (2010), in her research in the field of reading
discovered that student’s engagement with literature
needs to begin with enjoyment.
RELATED STUDIES
READING ATTITUDE

Factors that contributed to a positive attitude among
adolescents included:
• believing that reading is important
• enjoying reading
• having a high self- concept as a reader
• having a verbally stimulating home environment
where verbal interaction takes place regularly
RELATED STUDIES
READING ATTITUDE

Spiegel (1994), who investigated parents of successful
readers, recognized the importance of positive role
models for reading. What parents do in their homes
(their literacy environment) significantly affected the
development of positive attitudes toward reading.
RELATED STUDIES
READING ATTITUDE

Discourse processing researchers almost unanimously
define comprehension as the formation of an internally
consistent mental representation of text, through the
process that combines information from text with the
reader’s prior knowledge.
RELATED STUDIES

Comprehension entails three elements;
• Reader
• Text
• Activity
RELATED STUDIES

Kelly Partin(2002) in her thesis “The Relationship
Between Positive Attitudes Toward Reading
Environment”
RELATED STUDIES
READING ATTITUDE AND READING COMPREHENSION

CHAPTER 3
RESEARCH METHODOLOGY

 Descriptive- correlation design
 Survey type of research
RESEARCH DESIGN
CHAPTER 3 RESEARCH METHODOLOGY

The research was conducted at the City College of
Tagaytay, Tagaytay City, Cavite during the
Academic Year 2015- 2016.
RESEARCH LOCALE

The respondents of the research select Second
Year students who are Major in English.
RESEARCH RESEPONDENTS

There were seventy one (71) second years Major in
English Education students at City College of
Tagaytay. The number of sample was determined
using Sloven’s Formula (Sevilla, et. Al. 1998).
RESEARCH SAMPLING METHOD

𝑛 =
𝑁
1 + 𝑁𝑒²
RESEARCH SAMPLING METHOD
Where:
n = sample size
N = total population
e = desired margin of error(0.05)
1 = constant
Thirty (30) respondents were chosen through simple random sampling.

The researchers used the Adult Survey for Reading
Attitude (ASRA) by Brown and Engin (1976) to
measure the reading attitude.
RESEARCH INSTRUMENTS

The researchers used the Compass/ESL a reading
replacement test to measure the reading
comprehension among the respondents, this is a
multiple- choice test which comprises (8) items for
reading comprehension.
RESEARCH INSTRUMENTS

The researchers prepared letters before conducting research.
These include:
1. Letter to the College President for the approval to
conduct a research.
2. Letter to the College Registrar for the official enrollees of
the second year Education students.
RESEARCH DATA GATHERING

Results of the research were analyzed through a descriptive
analysis for computing the mean and the standard deviation of
each item (Mustapha, et. Al. 2006). The reading attitudes of the
respondents were analyzed by means of tallying their scores on
the 40- item test (rating scale). The researchers computed the
raw scores.
DATA ANALYSIS

The reading attitude analyzed as:
Very High = 168- 200
High = 136-167
Average = 104- 135
Low = 72- 103
Very Low = 40-71
DATA ANALYSIS

The reading comprehension level of the respondents was
analyzed by getting the raw scores of the 8- item test (multiple
choice response) among each of the respondents.
DATA ANALYSIS

The comprehension was analyzed as:
Very High = 8
High = 6-7
Average = 4-5
Low = 2-3
Very Low = 0-1
DATA ANALYSIS

The researchers computed the frequency, mean and standard
deviation.
The relationship between the variable was analyzed through the
Pearson Product Moment Correlation
DATA ANALYSIS

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