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Abstract
The study attempted to determine the extent of the learner-respondents' profile in terms of learners' attitudes towards reading and reading habits, and its influence on learners' reading literacy. A descriptive-correlational research method was utilized, and the Statistical tools used in the study were mean, frequency count, standard deviation, and percentages. Mean and standard deviation were used to analyze the extent of the respondents' profiles in terms of learners' attitude towards reading and learners' reading habits; frequency and percentages were used to determine the reading literacy levels of the learner-respondents. The Pearson product-moment correlation was used to assess the significant relationship between respondents' profiles in terms of attitude towards reading and reading habit, and learners' reading literacy. Findings revealed that learners occasionally read books and other reading materials; the majority of respondents regularly read, and the majority of learner respondents were frustrated readers and non-readers. Additionally, there is a significant relationship between learners' reading habits and their reading literacy. Subsequently, it was recommended that teachers craft reading materials that are stimulating, engaging, and exciting so that learners will develop positive attitudes toward reading, and that the school principal inspires teachers to craft functional, stimulating reading materials.
