THE RELATIONSHIP BETWEEN STUDENTS' READING ATTITUDE WITH THE RESULT OF READING COMPREHENSION

Reading is a very important activity to get abundant information and add new knowledge. As students, reading activities have a very dominant role because they are required to be more scientific and rational in giving opinions or providing information both in oral and written. Besides, students' attitudes towards reading also have an important role. This study focused on their English reading comprehension and attitudes towards reading in English. This study aims to determine whether there is a significant relationship between students' attitudes with the result of reading comprehension. Data was collected by distributing questionnaires and reading comprehension tests for students of STKIP PGRI Jombang in the English Education Study Program. The Pearson Coefficient Product Moment is used to determine whether there is a significant relationship between students' attitudes with the result of reading comprehension. From the results found from the SPSS 16 application with a sample of 63 students in the 2019 class, there is a correlation of 0.478. These result indicates that students' reading attitudes are positively related to their reading comprehension. Thus, students must continue to read to improve their English reading skill.

Reading and Writing Performance of Senior High School Students

The study was conducted to determine the performance and attitudes towards reading and writing of Grade 12 students in public schools of Cabagan, Isabela. There were 244 students involved in the study. Stratified random sampling was used in selecting the participants of the study. A quantitative research method was used in the study to determine performance and attitudes towards reading and writing. Frequency counts, percentage scores, the arithmetic mean, and Kendall’s Rank Correlation Tau was used to describe and analyze the data in the study. The findings of the study revealed that students' reading and writing performance were poor. However, their attitudes toward reading and writing were positive. Hence, the study demonstrated that there is a significant correlation between students’ attitudes and their reading and writing performance. Thus, the study supports DepEd’s "SulongEdukalidad" in creating programs to enhance learners' reading mastery and sustain its basic goal of producing quality learners enhanced by quality education. Language teachers should also be engaged and exposed to training to handle weak foundations of learners in basic academic (reading and writing) skills.

THE ENGLISH READING HABITS OF GRADUATE STUDENTS AT DALIAN UNIVERSITY OF TECHNOLOGY, CHINA

The study is set to know, analyze, and finally realize the reading habits of the students at Dalian University of Technology (DUT), specifically the English language (L2). The study aims to find out the reading habits of the students. Five-point Likert scale questionnaire was made to investigate the participants’ general attitudes towards reading and their reading preferences. 12000 questionnaires were distributed out of which 641 were returned after being filled in. The data collected through the questionnaire were analyzed using SPSS Statistics 20 program. It is made out of the conducted survey that the students at DUT have healthy reading habits and their attitude towards reading is positive. Moreover, it is made out that the reading habits of the students have a remarkable impact on their academic performances. The research in the end has made some suggestions and recommendations to foster reading habits and attitudes among university students for better language proficiency.

Teachers' and students' attitudes towards reading and writing: Do they correlate to students' achievement in English?

This survey tested the null hypothesis that teachers’ and students’ attitudes towards reading and writing do not simultaneously predict students’ achievement in the English language. The researcher utilized a sample of 38 teachers and 492 senior secondary school students from 12 schools in Benue State, Nigeria, for the study. The researcher developed and utilized the English Language Students’ Attitude Scale (ELSAS), English Language Teachers’ Attitude Scale (ELTAS), and Reading and Writing Achievement Test (RWAT) for data collection. An estimate of internal consistency was obtained through Cronbach’s Alpha and Kuder Richardson’s reliability methods and found to be 0.76 for ELSAS, 0.68 for ELTAS, and 0.81 for RWAT. Data analysis was by multiple regression statistics. The findings revealed that both English language teachers and students have a positive attitude towards reading and writing (F3, 492 = 0.160, p0.05) implying that teachers and students’ attitudes towards reading and writing jointly predicted students’ achievement in the English language in senior secondary schools. To conclude, learning would be facilitated if both teachers and students hold positive attitudes towards reading and writing, and this, in turn, could impact the students’ achievement in the English language. It was recommended that teachers should plan reading and writing instruction that can help students develop positive attitudes to these skills and parents should help in the development of these skills at home.

A Survey study on the Reading habits among English Major Students of Sherubtse College: Issues and Perspectives

The practice of reading both for academic purposes and pleasure is largely agreed to have diminished over the years mainly because of advancements in social media technology. This paper thus examined the reading habits in general among English major students at Sherubtse College, Royal University of Bhutan. For data collection, a questionnaire with nine items was designed and administered to 106 English major students with gender and the year of study as the moderating variables. The questionnaire investigated the students’ general attitudes towards reading, the reasons they read, the average time they spend on reading, the challenges they faced in reading, and the effects of social media on their reading habits. In addition, informal interviews were conducted to verify and triangulate the responses received from the participants. Both these quantitative and qualitative data revealed interesting insights into the reading habits of the students in question. The results are discussed and recommendations provided at the end.

The Level of Tendency of Students and Their Attitudes Towards Reading at The Stage of Primary Education and Intermediate it in The City of Dar Chiouck In Algeria -Field Study-

The objective of the present study is to identify the level of tendency of students and their attitudes towards reading at the stage of primary education and intermediate it in the city of Dar chiouck in Algeria, as well as the nature of the differences according to the following demographic variables: (Gender-Educational stage ), and the sample consisted of 246 individuals, with females = 123 and males = 123, and primary education =106 pupils intermediate education=140 pupils; The study tools included a scale prepared by Adawi Abd al-Zahra and Attia Samira 2008, has been addressed by using standard statistical methods spss25 program, the descriptive approach was adopted, resulted the study at the following results: first: The level of tendency of students and their attitudes towards reading at the stage of primary education and intermediate it in the city of Dar chiouck in Algeria stage median, second: There aren't statistically significant differences at (α = 0.05) in the level of tendency of students and their attitudes towards reading at the stage of primary education and intermediate it in the city of Dar chiouck in Algeria according to the variable gender, third: There’s statistically significant differences at (α = 0.05) in the level of tendency of students and their attitudes towards reading at the stage of primary education and intermediate it in the city of Dar chiouck in Algeria according to the variable Educational stage in favor primary education.