This document presents a model of how attitude influences reading and learning to read. The model proposes that attitude is one factor among others that influences a person's intention to read and the outcomes of a reading experience then provide feedback to further influence attitude. It emphasizes the important role of attitude and motivation towards reading. Attitude has three components: cognitive beliefs, affective feelings, and conative readiness for action. Major influences before reading include personal values, goals, self-concepts, and persuasive communications. Minor influences during and after reading are cognitive feedbacks from evaluation and affective feedbacks from acquired feelings in response to ideas and the reading process itself.

1. Model of Attitude Influence upon
Reading and Learning to Read
Presented By: Jasper E. Noquial
Republic of the Philippines
Mindanao State University
College of Education
Fatima, General Santos city

2.  Proposed model in which attitude is one of a set
of factors influencing an individual's intention to read
and the results of a given reading encounter provides a
feedback to influence attitude.
 It put emphasis on the vital role of attitude and
motivation towards reading.

3.  It is a tendency to respond in a certain idea, person,
object or situation.

4.  Cognitive Component – Evaluative belief
 Affective Component – Feelings
 Conative Component – Action Readiness or any
natural tendency to change
behavior.

5. Major Factors (Before Reading)
1. Cornerstone Concepts - Personal Values, Goals, Self-concepts
2. Persuasive Communication –
a. Central Route(e.g., A teacher touts reading)
b. Peripheral Route (e.g., an attractive cover)
Minor Factors (During/After Reading)
3. Cognitive Feedbacks – Evaluation
4. Affective Feedbacks – Acquired feelings

6. Satisfaction with
affect developed
through reading
Specific feelings
stimulated by ideas from
reading and by reading
process
Affective feedbacks
Internal Emotional State.
(e.g., excitement, joy,
sadness)
External Motivators
(Incentives, purposes,
norms, and settings)
Contributors to
the decision
Revision of cornerstone
concepts based upon
ideas from reading
Ideas reconstructed
from or related to
reading selection
Satisfaction with the ideas
developed from reading
Cognitive Feedbacks
Persuasive
Communication
•Central Route
•Peripheral Route
Cornerstone
Concepts
•Personal values,
goals, self-concepts
Attitude towards
reading
Prevailing feelings
about reading
Action readiness for
reading
Evaluative beliefs
about reading

7. That’s all 
Thank You !
- KRYOS 06