Learners’ Attitudes toward Reading and their Level of Comprehension

The purpose of this study was to know the nature of reading attitudes and the reading comprehension level of key stage 2 learners in a total of 135 of Tagpaco and Sinalac Elementary Schools. The reading comprehension questionnaire was adapted from Philippine Informal Reading (Phil-IRI)2018 stories on reading comprehension. The descriptive–correlational design with a modified adopted questionnaire as the main data gathering instrument. The data were analyzed using descriptive statistics and Pearson’s product-moment correlation tool in the context of the theories of Skinner’s, schema, operant conditioning, attitudes, and the reasoned action model theory. This implies that most respondents believe that reading is important and can contribute to personal and professional growth. However, there is still a need for improvement, as some learners do not prioritize reading or hold negative attitudes toward it. Encouraging more positive attitudes towards reading could have significant advantages in terms of academic achievement and personal development, such as improved reading skills, increased vocabulary, and better critical thinking abilities. The results of this study revealed that promoting positive attitudes toward reading among key stage 2 learners should consider gender differences and be targeted toward specific grade levels, even though factors such as age and parental education may not have a significant impact on attitudes toward reading.