1 Reading Attitude of Students

CHAPTER 1

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Reading plays an important role in our life. Because reading is a source of knowledge
and information. It develops our critical thinking and enable a man to make decisions
rightly. Reading is a source which increase our knowledge, improve learning and
mental growth (Clark & Rumbold, 2006). Every individual have his own reading
attitude. Girls have more reading aptitude than boys. Every individual have different
interests towards reading and they also have different attitudes in the selection of
reading material (Ozbay, 2006). There are two main reasons that shows us why
reading is important. Through reading a man permits to receive knowledge from the
external world. Due to it we start thinking logically and rationally, and be able to
differentiate between good and bad or right and wrong. And second reason is that
reading makes a man appropriate and critical thinker, without reading no one can
think rightly. Reading broadens our vision, it gives us the sense of how to make right
decisions. Islam gives importance to education as well as knowledge (reading, literacy
etc).
The Holy Quran Declared The First Message Of Allah To Holy Prophet (PBUH)
Was Based On Knowledge, „' Iqra' Means „Read‟ Or „Recite‟ (Quran, Surah
Al-Alaq: 1-5)
So, this is why Islam gives great importance to education and knowledge.Holy
Prophet PBUH said; “Seek knowledge from cradle to grave”Reading is an
important instrument for transfer the knowledge and information from one generation
to the next generation. It gives freedom to human being to learn with wisdom.
Reading clarify to human being the meaning of life as well as aspect with which to
build their worldview (Okebukola, 2004). Reading is complex and an effective
process which starts with thinking and develop the socio-economic life. In this
process the reader interpret the printed material and take message (Rubin, 200).
According to Shaba and Utopia (2009) books readers are more competent, they
prosper in schools and owing their duty as a good citizen of democratic society, than
the passive readers who did not perform very well in society. Reading also improves 2
the reader's vocabulary and enhance the ability to understand the concept of story and
books. It develops communication skills and second language also. Reading helps the
reader to under himself and his surrounding. Due to revolution of technology our
society decline the reading culture. It has a great effect on reading as a result reading
is neglected and anti-social behaviours are increased in society. The purpose of the
study is to identify the reading habits and its effects. Unfortunately, reading habits are
very limited in Pakistan as compared to other developed countries. According to
 2 Reading Attitude of Students

Press-Ipsos poll 2006 affirm that 1 in 4 adults read no books, therefore 25% adults
have 0 reading habits (http://www.pewinternet). Reading aptitude in Kashmir valley is
that 77.8% students don‟t have reading habits, besides that only 6.5% have reading
habits (Yilmaz, 2000). This shows the smallest reading ratio. Hasting & Henry 2006,
find out that the 56% majority of students spend 1 an half hour in reading per day,
where the 13% are passive readers. In 2013 Neilson took survey of 2000 children and
he discovered that only 32% children have reading habits, 26% spend their time in
watching TV, 20% used Internet, 17% used YouTube for videos and 16% used tablets
and mobile phones. Besides that, according to pew research central services library
survey found that the ratio of old age group readers is more than the ratio of adult
reader. It means 88% are of old age group readers and 65% are adult readers.
According to pew research central library services survey January 2004, 37%
Americans like to read e-books in the last year, where 73% of 18-29 age group
people reporting that they like read printed book, and 15% people like to listen
audio books. In Pakistan National Reading Survey 1994, was organized by National
Book Foundation. It covered both all rural and urban areas of Pakistan. The purpose
of the study was to identify the reading habits of the students. 10 different types of
questionnaires were used for this survey to collect information and data. Children,
parents, publishers, scholars, booksellers, librarians, policy makers and writers were
the population of this survey. And the sample size was 5978 people of each group.
Library is a main source of reading material. According to the survey 71% of the total
population who responded, have non reading material. It was very shocking 3
information that the majority of population have non reading material. This caused
by negligence of the government and teachers as well as, because they do not
motivate and encourage their students for reading.

1.2 STATEMENT OF THE PROBLEM

“To determine the effect of reading attitude of students at elementary level in
Bahawalpur city” .Because reading play a vital role in the student's life. It improves
the creative skills, decision power and mental level of the students .Reading develop
the performance of the students in their society. Many researchers research on it and
in that research they focus on the students' performance because students are the
future of the nation.

1.3 RESEARCH OBJECTIVES

Following are the objectives of the study: To identify the importance of reading in
students‟ life .To recognize the importance of reading material for the students .To
find out the effects of reading on students .To suggest certain ways to improve
reading habits.
 3 Reading Attitude of Students

1.4 RESEARCH QUESTIONS

What actions should we take for the interest of the students in reading? How can
improve the students reading? Why students not focus on reading? Benefits of
readings for students. Importance of reading for students.

1.5 SIGNIFICANCE OF THE STUDY

This study will help to understand the importance of reading. It is helpful for the
teachers to develop the reading habits in their students as well as it is also helpful for
parents to develop the reading habits in their children. This study will provide
information about the reading habits and its effects on the academic performances of
the students. This study will provide the ways to the teachers to improve reading
habits in their students. 4 This study will provide the facts and figures of the students
in city Bahawalpur. It is also helpful for the government of Punjab to identify the
literacy rate and reading ratio of city Bahawalpur. There is no specific reading
material for the students in our society. So, this study will help the writers to enhance
and modify their book that may lead the character building of the students and
development of ethical values in their character. The findings of the study could help
the librarians to find out the book that lead to the careers of the students and also their
academic performances. This study will help the Textbook Board to develop the book
in the light of these results. The results will helpful for National Book Foundation to
promote reading habits in institutions.

1.6 SCOPE AND LIMITATIONS OF THE STUDY

This study focus on the reading importance for students at elementary level . There is
no specific reading material for the character building of young students in our
society. Reading also develops the cognitive skills of the students. Reading develops
the ability of critical thinking and widens the thinking of the students in different
aspects. The limitations of this study are the students at elementary level in
Bahawalpur City.

1.7 DELIMITATIONS OF THE STUDY

The study was confined to the Punjab province of Pakistan. Punjab has 34 cities, so it
was difficult to collect data from all cities of Punjab province. It was also not
practically possible for the researcher that is why the researcher had selected only one
city of Punjab. This study was limited to city Bahawalpur. Time and resources were
also major problems of this study. It was not possible for the researcher to collect data
from all age groups, so the researcher had selected the students of elementary level.
There are many schools in the city Bahawalpur. So, the researcher delimited the study
to five elementary schools of city Bahawalpur.

1.8 RESEARCH METHODOLOGY

Quantitative research and descriptive research approaches will be used in this study.
To identify the present condition, usually descriptive research is used. The research
 4 Reading Attitude of Students

was based on city Bahawalpur. For the collection of data the researcher developed a
questionnaire. The questionnaire was used to identify the exact facts and figures of
city Bahawalpur. Research methodology involves following components:
1.8.1 Population
The population of the study was consisted on four elementary schools of city
Bahawalpur. Female students of elementary level were selected to identify the reading
attitudes.

1.8.2 Sample and sampling technique

There are many procedures of collecting data from a large number of population.
Sample is a subgroup of population. A sample is selected froe population using a
sampling technique. Probability sampling is preferred most of the time for use
because it reduces the chance of bias in selecting sample. Believed that exact facts
and figures accured by a survey of a large sample size. But it is very difficult to
manage a large number of populations. So the sample of this study was 100 students.

1.8.3 Research instrument

Questionnaire was developed by researcher for the students of elementary level. Open
opinion and open ended questions were included in the questionnaire. Questionnaire
had 38 questions in which the researcher analyze the reading attitudes of the targeted
population. Researcher investigated the factors that effecting on their reading
attitudes.

1.8.4 Data collection

Researcher collected the data from selected sample after developing the questionnaire.
Survey method was used to collect data. Researcher personally visited, the schools
and collect data from the respondents.

1.8.5 Data analysis

Data sheet were developed with code number after collecting the data from selected
sample. The data was entered in Statistical Package. The data was analysed with the
help of Statistical Package by using statistical formulas of simple mean, and
percentage.

1.9 OPERATIONAL DEFINITION

Chapter 1: In this chapter researcher described the objectives of the study, research
questions, significance of the study, delimitations of the study and defined the
research methodology, delimitation of terms.
Chapter 2: This chapter include the concept of reading and reading habits in Pakistan
and overall, importance of reading, purpose of reading, types of reading, advantages
of reading, characteristics of reading, reading process, components of reading,
international reading survey, national reading survey, role of teachers, parents and
library in the development of reading habits among the students, role technology on
students‟ performance, effect of reading on students‟ performance and also highlight
 5 Reading Attitude of Students

the causes of poor reading habits. Suggestions to promote the reading habits among
students, are also include in this chapter.
Chapter 3: In this chapter there is major focus on research methodology and
procedures of the study. Researcher describes sample size and population. Researcher
also describe the research tool that questionnaire is used for data collection.This
chapter also include data analysis in the light of Statistics for Social Sciences.
Chapter 4: This chapter includes data analysis and its interpretation. To analyze data,
researcher used Statistical Package by using statistical formulas.
Chapter 5: This chapter is based on summary, findings of the study, conclusions,
discussion and recommendations for future study.
 6 Reading Attitude of Students

CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 CONCEPT OF LITERACY

A person who can read and write in any language and understand simple statement is
called literate person (UNESCO office, Islamabad 2004).
Literacy is a skill particularly cognitive skill of reading and writing. Literacy skill
enables a person to access information and knowledge. Literacy is a learning process
in which a person read, write and do some simple calculation. Literacy covers the
reading, writing and numeracy sill. Literacy is an essential element of human resource
development. The power of literacy to read and write anything‟s and allow
communicate effectively. Literacy is a skill in which person effectively connects and
perform in the society. Due to literacy skill a person have a higher self-esteem and
take advantage of the opportunities that life offers them. Literacy is a competency to
solve problem and get proficiency in their life. The word literacy is not just read,
write and do some simple calculation but literacy is a word to interpret having
knowledge, skill and competency. Literacy is a method of thought that bring up
nation. Literacy is a lifelong learning process. It increase the communication skill,
person think positively and act as a responsible citizen. It is an ability to identify,
understand things, interpret knowledge, communicate other and count, read any
materials and write what they want. For the country development education and
literacy have strong link because both are inter related and depend each other. It
attained each other so progress can be possible. Both are very important to achieve
targets and complete society development. (Mhanty, 2007).
Illiteracy is a huge curse and sin for human being. It destroys the one society to other
society. Due to illiteracy people have low income and across the poverty. Literacy
does not mean a person just do signature on paper or document. Is it literacy? Literacy
does not mean to read and write it meant to identify thing, understand knowledge, and
interpret the written material. Every person has a right to get education because it is
an essential tool for human personal and social development. It is essential element
for poverty reduction, curbing population growth, reduce child mortality, eliminate
gender disparity and develop peaceful and democratic society. Literacy was typically
link with the reading skill, writing skill and numeracy skill. So for improvising the 8
reading habits must increase the literacy skill. New research discus the literacy skill
(1) reading skill (2) writing skill (3) numeracy skill.
 7 Reading Attitude of Students

2.2 COMPONENTS OF LITERACY

2.2.1 Reading skill

In literacy reading skill is first step of learning. It relate to listening, speaking and analytical
thinking. It is essential stage of literacy learning. Reading is a process in which a reader takes
message from any written material. It is a meaningful and creative activity that reader
understands purposeful meaning. Literacy skills cover the communication disorder.

2.2.2 Writing skill

Writing is also important part of literacy. It is a productive activity. It is important
source to express thought, idea, information, knowledge and culture. Writing is a
process to communicate thought, feelings, emotions and idea in effective manner.
Writing organizes thought, idea, beliefs, vision and feelings in such a meaningful and
well constructed text. Writing is a part of work. Writing developed creativity and
fluency in thoughts. It is languages represent process in visual and text form.

2.2.3 Numeracy skill

Numeracy skill related to arithmetic skill like addition, subtraction, multiplication and
division. Numeracy skills are essential skill in literacy and play a vital role in daily
life. In numeracy a person first listen, recognize and count figure. Then understand the
concept of addition, subs traction, multiplication and division. The next steps is add
and subtracts more than three to four digits then multiply and divide more than five to
six digits after this they understand and use this numeracy skill in their daily life
routine.
In daily life all the literacy skills are important but the first step is reading and
without cover this step literacy cannot possible.

CONCEPT OF READING
Reading is the ability to understand the symbols and make use the meaning in
appropriate form. It needs to understand and recognize the meaning of the document
(Palani, 2012).
Reading is a process to interpret the printed material, take message and understand the
material for thinking, imagining for the development of mental ability and personality
(Daddies, 2008).
Reading habits required practices from the childhood after this practices the reader
evaluate the exact situation. Reading makes the man to think, identify, judge, evaluate
and achieve practical efficiency. Reading plays a vital role to make a man to enable a
person to solve the problems and perform very well in the society. Laws die but books
never die because the books are the most essential element to transfer the knowledge
from one generation to next generation (Issa etal, 2012)
 8 Reading Attitude of Students

Reading is also a habit common in people. Reading habits is tendency of reading

books or other reading material. Reading habits is important sources to literate the
people in this world. Due to reading every individual develop the thinking ability,
creative ability, create new ideas and shapes the personality. With the passage of time
reading definition thoroughly change. In the past, reading simply mean to take
information from visual however the reading become more complex now a days
because in which the reader identify and understand the whole written text. Reading is
the thinking ability and understands the concept of written document (Toit, 2001)
Reading is the art and process to understand and interpret the printed word into a
particular context that helps the reader. Reading is the important sources of
entertainment. Reading is the art of learning but mostly children have problem in
reading skill and language skill. As a result the reading habits decline in children. The
decline of reading habits in children is due to advancement of technologies (Tracy,
2008).
Daily reading develops the positive attitude towards reader and it is also helpful to
relaxed reader (Trelesa, 2001).
Reading is a cognitive approach that the reader exercises on daily basis. These
cognitive skills help the reader to touch the human interaction and understand the
psychological perspective of human. Reading is the art 10 of communication. It is a
natural way to communicate, conversed to the reader to understand the purpose text
and take message that enhance the mental ability. Reading has been the habits of
greatest leader of all times. Reading is a knowledge that has been passed through one
generation to next generation. Reading sharpens the intelligent, strong emotion and
thereby readers effectively perform in the social, political, economic and cultural life.
Regular and systematic readings influence the personal growth of person development
that they perform very well in the community, society and their personal life. Reading
is the flame of imagination. It includes the new vision in mind. Reading install the
human mind with new software and a dull mind become intelligent and a person
climbs the mountains of success (Satija, 2002).
Due to effective reading a person become a good communicator. Books reading is a
great art that tend to live happier and satisfactory life. It enhances the essential life
skill and positive attitude to help the people. Book is tools that enhance the mental
and physical ability of person to produce the quality of assimilating the content.
Books also enhance creativity ability and keep mind active. Reading habits have
positive effect on youth and increase capability to communicate to others and express
you very well. Books provide deeper information about the society. Reading habits
exposes the student in a huge world aides and insight of etymology.

2.2.4 Importance of reading

Reading habits is very important and essential step for creating or improving literacy
rate. It is important to create a developed society. It helps the individual to develop
their personality and also helpful to increase the thinking ability and creativity
(Palani, 2012)
 9 Reading Attitude of Students

For educational success effective reading and effective learning is very important.
Reading is important tool to transfer knowledge. Reading is the symbol of association
with writer they get appropriate meaning from the reading material. It is
comprehension skill to understand the idea, thought and meaning of words. It is
difficult for reader to understand, think, evaluate, imagine, judge and solves the
problem.
Reading has a vital skill for mental growth and development. Books and any other
reading material grow the mental ability of reader because the reader understand the
written words and take message. It also develops the critical thinking skill. It is
helpful for language skill. Reading increases the speaking skill because after reading
the books a reader have knowledge to understand other and speak very well. Reading
is very essential for getting good job. Reading is important to discover new reading
material and introduce new researches and technology. It increases the level of
imagination and creativity. It helps to develop better self-image because poor readers
have no self-image, thought, opinions and ability. They cannot perform well in
society and always give up like a loser. Good reader builds blocks of life through
reading and speaking because the words that reader speak or write they believe on it.
Due to inner confidence they perform as a responsible citizen and built a develop
society (Glenn Davis, 2014).
Reading is not only improves the language of reader but also develops the reading
interests because they engage the reader, conscious about study and understand the
need of the modern era(Guthrie et al,2004).
Reading is most important for higher education and higher learning environment. It is
essential for academic success and learns all other native and foreign language. Due to
reading a student become more competent in his academic and professional life
(Noor, 2011).
Every individual have chance to widens his success and take more and more
opportunities of jobs, success through reading. Because reading increases the ability
of mind, develops a new thought, vision, idea in their life (Loan, 2009).
Reading is most important for quality of life. It increases the quality of social,
cultural, economic and political life and strengthens the reader life (Hoq & Hasan,
2013).
Teaching profession emphasizes the importance of reading because reading gives
information about new knowledge, technologies and copes with developing countries
(Noor, 2011). Printed and electronic media facilitate the reading and also emphasized
the importance of reading.

2.2.5 Importance of reading for students of elementary level

In elementary students, reading interest provide opportunity to develop their skills, it
raises the positive attitude and language ability. By improving the learning skill it
must be accompanied interest and positive behavior towards society. A good reading
develops good reading abilities and promotes good habits that are important for
 10 Reading Attitude of Students

successful life. Reading is important for developing thoughts. It is important to

express thoughts and feelings in words. Good reading leads teen to great success in
daily life. It does not only help to best perform in school but also advantageous in all
aspects of life. It is benefit for teen to gain knowledge about people and surrounding
(Chen, 2008).
Good reading leads the students how to communicate with adult without any trouble.
Different writer have different thought and style of writing. The verity of reading
material made students stronger and more confident. The massive reading material
develops writing and speaking skill. Due to good reading the teens believe that they
are not alone in what they are feeling at the time (Eldouma, 2005).
Research shows that good reader became a good writer because both have strong
correlation. For intellectual growth good reading is very important for elementary
level students. It is necessary for crucial role and makes students of elementary level
efficient in practical life. Reading books is important to develop a since what is right
and wrong and always lead them to take right step for achieve the goal. Good reading
habits is a great pleasure that strengthens the oral and written communication skill,
language skill, critical thinking, problem solving and improve the intrapersonal skill.
Reading habits import the habit of learning (Eldouma, 2005).
Reading is important to understand the feelings and thoughts. A good reader better
express in oral and written form. Due to reading good reader also understand the
other‟s behavior and thought what they thing about them.

2.2.6 Benefits of reading

The reading habits have great benefit to increase the level of belief. Reading extent
the judgmental power and develop accuracy in reading action. Reading promotes the
personal growth and development especially in social life. Reading habit improved
students reading skill (Annamalai and Muniandy 2013).
Reading is not a one day practice, it is a continuous process. This continuous process
develops reading habit that motivates and nurtured in their life. Reading is most
important for mental stimulation. It keeps the mind fresh and active and prevents the
losing power in any difficult situation. Reading stimulates the cognitive growth of
learner. Students face countless problem in daily routine that effect on personal
relationships and disturb the academic activities. Reading reduces the stress and
allowing the reader to always remain relaxes.
Reading increases the reader knowledge and fills the mind with new information.
Knowledge is a best equipment to deal the challenge of life. It enhances the reader
health, vision, money, possessions and develops economically. Daily reading habits
increases the vocabulary because more words expose you. Due to reading reader
could speak very well. It increase vocabulary and gives awareness about literature,
scientific invention, technologies and also understands about global event. Increase in
vocabulary increase in written and spoken language. Memory improve due to reading
it develop the long term memory. Reading has background, history as well as various
arc of every story. After reading book reader would be able to think critically and
 11 Reading Attitude of Students

develop positive analytical thinking. It should able to create the clearly opinions both
other, about all aspects of life. Now a days internet becomes most important element
in daily life. Student, children, and teenagers even all age group of people used
internet, some time that causes a lot of stress and as a result it create a lower
productivity.
Reading habits improves concentration and always focus on learning. Reading
expends the vocabulary and develops better writing skill. Libraries, book shops,
internet and all the instruments have a lot of reading material and provide constantly
new books and information. All these sources provide free entertainment and lots of
knowledge.

2.2.7 Process of reading

Reading is a process of decoding symbols in specific order. It is a complex cognitive
process to deliver specific meaning. It is a mean acquisition to communicate with
others, share different thoughts, ideas, information and new researches. Reading is a
complex relation between content and reader. This content shaped the reader
thoughts, believes, attitudes, behavior and experiences. Continuous readings refines
14 the reading process. Reading defines the reading process. It reflects and defines the
written words, interpret words, and identify symbols, action. Reading process
critically analyzes the text and translates in wide meaning. It describe the knowledge,
understand the reading skill analyze and evaluate. Reading process differentiates the
teaching and learning process through reading. It is a comprehension strategy to
achieve the school contexts. Reading is a process in which reading makes and
develops the reader mind, emotion and brings beliefs in their life. It shares knowledge
and information. Reading is a process to read you. It is a process to search the solution
of comprehension problems as a result the reader better perform in their life. It helps
to manage social issues, solve problem, develop confidence, strength emotion and
eliminate fear and anger. Reading is a psycholinguistic and sociolinguistic process.
Reading is word identification process because the mind gives message to readers
through text.
There are three stages of reading books;
 First stage in reading process is pre-read the material, assignment or books.
Reader must read the title of the topic, understand the introduction and
carefully read the bold heading, read the graphic aids and summary. Purpose
of the stage is to gives background of the previous study and improves the
memory of reader.
 Next step in reading process is read carefully and taking note of key
information. Purpose of the step is to take the answer of the question that
reader wants to know. It is also important for self-monitoring for this purpose
read carefully all the material and understand.
 The last step in reading process is review, review and review because purpose
of this step is to transfer the reading material short term memory to long term
memory, focused the key point and reader must learn through this process,
there is no chance of cramming.
 12 Reading Attitude of Students

2.2.8 Purpose of reading

Reading is essential sources for learning and purpose of reading is to learn from text
and integrated information. It is a sample of information. Reader search simple
information from any reading material and skim simple statement to understand
generally. Reading literacy provides background knowledge on any 15 content.
Reading purpose is related to the question why we read? Different people read for
different purposes, some read to get knowledge, some read for personal development.
People read to better perform in their life and participate in the society as a
responsible citizen. Young reader read to learn new technologies, mostly people read
for pleasure and interest. Reading literacy develops reading experience and increase
knowledge and information. Reading purpose gains background knowledge of any
contexts. Reader read to understand the text, evaluate the content and apply in their
environment (Mullis, Martin et al. 2012).

2.3 TYPES OF READING

Reading is a skill to recognize the text and understand message. It is an activity to
grasp information from any written material. It is a process to recognize words and
comprehension. Different types of reading material increase the background
knowledge of any context. It improves the vocabulary of reader and enhances the
knowledge of reader. It is comprehension process to develop the senses to making
words, sentences and write a paragraph. Experience of reading increase the
understanding level, grammatical knowledge and also develop experience to write any
text (Arends 2014). There are following types of skill to develop the corresponding
reading skill.
o Intensive
o Extensive
o Skimming
o Scanning

2.3.1 Intensive reading

Intensive reading deals with reading. Students select one topic for reading and collect
several materials by the same author. Intensive reading also called narrow reading. It
is a zoom lens strategy. In intensive reading grammatical structural repeat again and
again that gives opportunities to understand the concept of text. Intensive reading is a
skill developing activity, reader interprets text by using different vocabulary and it is
continuous reading process Intensive reading increases the reading skill and
strategies. It is used for very short texts. It is used for specific reading material, read
very carefully because it is essential to understand the each words, facts, figure and
numbers (Arends 2014).

2.3.2 Extensive reading

Extensive reading deals with the main idea of comprehension. It not only focuses on
specific details but also increase the general knowledge. Large amount of reading
 13 Reading Attitude of Students

material usually read, that increase the knowledge and skipping the unknowing
vocabulary. Intensive reading usually deals with general understanding of a text.
When large amount of reading material is provided, extensive reading is directly and
fluently deals to reading. Extensive reading is used to understand the subject. It is
used for long texts. This reading skill used to improve the general knowledge and
specially business procedures.

2.3.3 Skimming
Skimming means to read a text in very short time and get the main idea of the
passage. It is an activity to know about the text the structure of the passage and
understand how it organized. Expectation gets the writer objective. In reading
skimming are important sources to understand and determine the sequence in the
designation. Skimming Purposes to communicate other and achieve target. It is useful
when reader want to know the general answer. When careful reading is required
skimming is used to approach the text. Skimming method is related to SQ3R method.
In SQ3R method students firstly Surveying Questioning, Reading, Reviewing and
Reciting. It is used for survey for initial stage review. Skimming is a skill that
develops the academic studies.
Question (Q)
Questioning gives a purpose to read the texts. Reader read the heading and turned it in
to question. Read make question and read texts carefully to know the answer of
expected question.
Read (R)
In this method reader read the material carefully line by line and collects answer of
the question and take notes.
Recite (R)
This activity helps your memory to remember the text and check your learning. In the
part reader read the texts carefully, makes notes and tries to answer the question.
Review (R)
This review step helps you to check your memory and retain reading material. Review
processes verify your notes, your answers. This scan portion helps you to understand
the main idea of the texts.

2.3.4 Scanning
It is a skill for taking specific information in very short time. Usually scanning is used
for knowing the question of the answer. Scanning is a procedure that readers look
quickly at the top of the text and quickly move at the end of the page. Scanning is
needed when reader focus on specific information such as formula, name, date, phrase
and symbol. Important information processed into long-term memory due to scanning
process because it focuses on scientific, technical and mathematical materials. It is
very useful for student to organize a text having small amount of information.
 14 Reading Attitude of Students

2.4 CLOSE READING

Close reading is important type of reading. It means to read carefully all the text. In
which reader not only read the printed words but also understand the meaning of
words. It is essential skill to attain the literacy.

2.5 READING SKILL

Reading is a language skill. Reading is most important activity to success in student
life. It is an activity that reader read and practices the textbook. It is process to take
note and complete the reading process. These activities make you a good reader and
improve your understanding level. It is a skill to decoding symbol. It is a cognitive
process that readers learn from the texts. It is a skill to develop the reader‟s mind and
discover new ideas. It increases the imagination to build new thing and also build a
confident person. Reading skill have no ending point, it is a life to till death 18
activity. It increases the self-esteem. This skill develops the power of communication
through written and oral. Daily dreading develops the reading efficiency. When reader
always engage with reading he effectively use his time because this skill reduce the
unnecessary time. Practice of reading develops the understanding level as well as
concentration(Sénéchal and LeFevre 2002).

2.6 READING ATTITUDE

Attitude towards reading show the liking, disliking, positive and negative attitudes.
Research shows that child first language have a greater influences on reader‟s
attitude(Day and Bamford 1998). Some people beliefs that reading have a negative
effect and develop negative cultural as a result positive reading attitude may not
develop in this culture. Now developing the positive reading culture is depends on
parents, teachers and communities(Cazeau, Leclercq et al. 2001).
For developing the positive attitude like this society teachers, parents and community
plays a vital role in creating the positive reading attitude. Positive reading attitude
develop a positive and actual reading behavior. Every individual have their different
reading attitudes that develops in early age it may be positive or negative. Reading
habits increase the reading ability of reader but also increase the positive reading
attitude. Consequently, research on reading achievement has proved that continuous
reading has strong relation between aptitude efficiency, judge mental approach,
motivations and proficiency. More research on reading attitude predictors has proved
that reading attitude are affected by such factors like watching TV, quality of
education specially kindergarten education, availability of books, facilities of reading
resources at home, home environment, socio-economic status act. Positive reading
attitude makes successful students future. Reading attitude does not only increase the
reading ability but also increase the amount of vocabulary. Different researcher argue
that continuous positive reading attitude not only extensively effect on reading but
also improve the academic performance. It has positive correlation to increase the
reader reading ability, vocabulary and academic performance.
 15 Reading Attitude of Students

Row stated that in order for females to develop into effective readers, they must
process both process both the skills and will to read. Readers need to develop the love
in reading order for them to have skill. 19 Students not only develop their reading
skills, but also they can approach critically deal with their environment (Gupta.S.
2008).

2.7 PHILOSOPHY OF READING ATTITUDE

Reading is a process to read the any printed material to develop the thinking and
cognitive process. Philosophy of reading attitude is to develop good readers of
literate. Reading is a complex communication process which requires individual
thought to construct meaning. There are multiple goals achieved by reading. Readers
understand a text when they construct a meaning by combining the result of decoding
letters and words with what they already learn. Reader with relatively little relevant
background information read very slowly in part because having so little background
knowledge makes construction the gist of a text difficult. This is the age of
information, available to us (even to cope with it) or to masters that which is
important for our job, for responsible citizenship, or a full life, or at any rate for the
final of the midterm. One must learn to absorb large amount of information in limited
amount of time (McDonalds and fisher 2006).
When reading fictional literature, these philosophies propose readers, are basically to
make believes the propositional content of the work and its truth and reference
nevertheless imaginative engagement with a work of literacy. Fiction commonly
involves and sometimes arguably necessitates reader reflection on the fictional
content in different ways in relation to reality. The philosophers mentioned maintain
that there are two different ways to approach and speak of the content of work of
fiction such as true proposition or apparent assertions in the work (Sipe and McGuire
2006).

2.8 CHARACTERISTICS OF READING

Reading is a complex process which involves the coordination of a multitude of skill
strategic readers can be distinguished from the less skilled reader by their methods of
interacting with text. The process of good reader must be understood in order to make
assumptions concerning the nature of reading. Reading attitude have many
characteristic that how the reader attitude and willingness toward reading(Mazurek,
Jereb et al. 2010).
 Create visual images based on text they have read.
 Draw inferences
 Synthesize information according to their knowledge
 Repair understanding
 Enjoy and appreciate literature
 Find comprehension of text to be productive
 Process text during and after reading
 16 Reading Attitude of Students

 Having goal for reading literate

 Interacts with text, words and paragraph
 Evaluate text for important ideas
 Note structure of text before reading
 Made predications
 Contract, receive and questions as they read
 Monitor the understanding as what they read
 Read different kind of text differently

2.9 READING COMPREHENSION

Reading comprehension is the ability to read text, process it and understand its
meaning. An individual ability to comprehends text it influenced by their traits and
skills, one of which is the ability to make inferences. If word recognition is difficult,
students use too much of their processing capacity to read individual words, which
interferes with their ability to comprehend what is read. There are a number of
approaches to improve reading comprehension, including improving one‟s
vocabulary and reading strategies (Reuveni 2006). Here are two different ways to
approach and speak of the content of work of fiction such as true proposition or
apparent assertions in the work (Sipe and McGuire 2006).

2.10 COMPONENTS OF READING

Reading is an outstanding cognitive process. Reading is a comprehend process to read
the actual world through experience. Reading component is important source to
develop reading skill, this skill can be influenced by individual experience and their
motivation. Reading is a multi-dimensional process that include different components
to extend the reader reading skill. Reading component integrate the actual meaning of
21 the text and all the components help the reader to understand the writer massage.
These components work together and develop the positive experience of the reader.
There are different components of reading that develop the reading skill of reader
(Alliance 2008).
The following are the components of effective reading for young students;
 Phonemic awareness, letter knowledge, and concepts of print
 The alphabetic code: phonics and decoding
 Fluent, automatic reading of text
 Vocabulary
 Text comprehension
 Written expression
 Spelling and handwriting
 Screening and continuous assessment to inform instruction
 Motivating children to read and developing their literacy horizons
 17 Reading Attitude of Students

2.11 TYPES OF READING MATERIAL

Reading can be encouraged by different reading materials and for reading lovers
reading work as a breath. It keeps the people alive and active. It promotes awareness
and depth in reader personality. Mostly we listen about reading material immediately
we think about stories book. But now a days there is a lot of reading material for
readers who love reading and improve their reading skill.
There are many reading materials ;
 Books
 Magazines
 Pamphlets
 Newspaper
 Atlases
 Junk mail
 Recipes
 Catalogs
 Store flyers
 Dictionaries
 Journals
 Thesis
 Online Libraries
 Road signs

2.12 WHY READING IS IMPORTANT FOR THE STUDENTS?

In elementary level students reading interest provide opportunity to develop their
skill, it raises the positive attitude and language ability. By improving the learning
skill it must be accompanied interest and positive behavior towards society. Good
reading develops good reading abilities and promotes good habits that are important
for successful life. Reading is important for developing thought. It is important to
express thought and feelings in words. Good reading leads students to great success in
daily life. It does not only help to best perform in school but also advantageous in all
aspects of life. It also beneficial for students to gain knowledge about people and
surrounding (Chen, 2008).
Good reading leads teen how to communicate with adult without any trouble.
Different writer have different thought and style of writing. The variety of reading
material made teens stronger and more confident. The massive reading material
develops writing and speaking skill. Due to good reading the students believe that
they are not alone in what they are feeling at the time (Eldouma, 2005).
Research shows that a good teen reader better perform not only in classroom but also
in school. They show outstanding academic performance. Extra reading increases the
writing skill, communication skill and expands their vocabularies. They learn how
different authors put down their ideas, thoughts, believes in words and increase
 18 Reading Attitude of Students

writing skill. Serious teen reader learns how to handle complex thought, idea and put
down their thoughts leading to better writing skills. Reading is the only activity that
suitable for teen to increase the comprehension, vocabulary and communication skill
for better performance in life (Strommen & Mates, 2004).
Research shows that good readers always become good writer because both have
strong correlation. For intellectual growth good reading is very important for teens. It
is necessary for crucial role and makes teens efficient in practical life. Reading books
is important to develop a sense what is right and wrong and always lead them to take
23 right step for achieve the goal. Good reading habits is a great pleasure that
strengthens the oral and written communication skill, language skill, critical thinking,
problem solving and improve the intrapersonal skill. Reading habits import the habit
of learning (Eldouma, 2005).
Reading is important to understand the feeling and thought and good reader better
express in oral and written form. Due to reading good reader also understand the other
behavior and thought what they think about them.
Reading habits is very important and essential step for creating or improving literacy
rate. It is important to create a develop society. It helps the individual to develop their
personality and also helpful to increase the thinking ability and creativity (Palani,
2012)
For educational success effective reading and effective learning is very important.
Reading is important tool to transfer knowledge. Reading is the symbol of association
with writer they get appropriate meaning from the reading material. It is
comprehension skill to understand the idea, thought and meaning of words. It is
difficult for reader to understand, think, evaluate, imagine, judge and solves the
problem.
Reading has a vital skill for mental growth and development. Books and any other
reading material grow the mental ability of reader because the reader understand the
written words and take message. It is helpful for language skill. Reading increases the
speaking skill because after reading the books a reader have knowledge to understand
other and speak very well. Reading is very essential for getting good job. Reading is
important to discover new reading material and introduce new researches and
technology. It increases the level of imagination and creativity. It helps to develop
better self-image because poor reader has no self-image, thought, opinions and ability.
They cannot perform in society and always give up like a loser. Good reader builds
blocks of life through reading and speaking because the words that reader speak or
write they believe on it. Due to inner confidence they perform as a responsible citizen
and built a develop society (Glenn Davis, 2014).
Reading not only improve the language of reader but also develop the reading interest
because they engage the reader, conscious about study and understand the need of the
24 modern era(Guthrie et al,2004). Reading is most important for higher education
and higher learning environment. It is essential for academic success and learns all
 19 Reading Attitude of Students

other native and foreign language. Due to reading a student become more competent
in their academic and professional life (Noor, 2011).
Every individual have chance to widen their success and take more and more
opportunities of jobs, success through reading. Because reading increase the ability of
mind develops a new thought, vision, idea in their life (Loan, 2009).
Reading is most important for quality of life. It increases the quality of social,
cultural, economic and political life and strengthens the reader life (Hoq & Hasan,
2013).
Teaching profession emphasizes the importance of reading because reading gives
information about new knowledge, technologies and copes with developing countries
(Noor, 2011).
Printed and electronic media facilitate the reading and also emphasized the
importance of reading.

2.13 HELPING STUDENTS TO CHOOSE BOOKS FOR READING

Libraries and teachers play a vital role to selecting a right book for reading. Libraries
provide a free access to children and teens students. Libraries have a lot of
knowledge, information, stories and ideas for students reader. It plays a very crucial
role to provide the knowledge. For reading selecting a book is a challenge for
students.
It is a responsibility of parents, teachers and librarians. Reading for pleasure in
teenagers is a positive factor to determine future social mobility. Selecting a book for
reading is a challenge for students. When student want to read book from library
firstly student know about their interest what they want to read after knowing the
interest. Student selects a book from library and determines whether the subject is
correct or not. After collecting a book from library reader read the author name is it
favorite authors. Reader must choose a book that they really enjoy during reading.
Read the second page of selected book. Read carefully that paragraph and check the
words that are under stable and their front size. All the qualities are available so read
the collected books.

2.14 READING PROBLEM AMONG STUDENTS

Students are not competent to take interest in reading that effect on their reading
efficiency, academic behavior, social and emotional behavior. Some of these
difficulties or problem that student face during reading:
 Student feels difficulty in reading comprehension
 Due to limited vocabulary students do not understand the difficult word
 Student do not understand due to lack of fluency in reading
 Some time students does not select the proper book
 Student feel difficulty to select book from library
 20 Reading Attitude of Students

 Poor questions in books

 In historical books reader feel difficulty in language
 Student do not enjoy in reading
 Reading skill not keeping up because comprehension skill need interactive
 Approach Cannot read for long period due to lack of reading stamina
 Students do not understand the writer massage
 In school due to extra homework students do not read the other books
 Some readers mispronounce the words and does not understand the actual
Meaning
 Students does not understand the meaning of difficult words
 Sometimes students does not get the meaning of the text
 Student have memory problem
 Having poor language skill
 Some reader have limited understanding
 Sometimes reader become frustrated and avoid reading

2.15 READING HABITS AT NATIONAL LEVEL

According to the Gillani research foundation survey 27% Pakistani likes reading
books. This survey carried out by Gillani in Pakistan and sample size of this survey
was 2642 respondent including male and female in rural and urban areas of all
province of Pakistan during 28th and 29th December 2008.The survey showed that
27% of the respondent like reading while 73% respondent do not like reading books.
26 This figure also showed that Pakistan have low literacy rate. According to the
latest economic survey in Pakistan 2007-8 literacy ratio estimated to 55%.This survey
shows that 31% male like reading books while female was 32%.
When asked to the respondent what type of books do you like to read? Majority 41%
respondent like informative book, 30% said that they like religious book. While 27%
and 10% respondent response novel/digest/magazines and poetry. When the
respondent were asked „„When they read books?‟ from among a given list the
respondent respond that 52% read books,30% read books before sleeping while 14%
like reading books in the afternoon and only 5% respond that they like reading books
in the morning(Smith and Smith Jr 2008).
What types of books selected for reading?
 21 Reading Attitude of Students

Another research about reading in Pakistan to identify the reading culture. The title of
this research was genders differences in reading habits of university student in
Pakistan. Research shows that majority of the female respondent have positive
attitude toward reading as compared to male respondent. The result shows that
objective, timing of the study, liking and other factor depends on reading(Dilshad,
Adnan et al. 2013).

2.16 FACTOR EFFECTING ON READING

Reading is the process to read the printed words .It is a process to express the thought.
This word is the imagination of thought and feeling. It is a process in which a reader
interpret, understand, analyzes and response to make meaningful habits of
reading(Saha, Dan et al. 2004)

Reading can be affected by many factors:

 Reading effect on context
 Reading effect on social behavior
 Study habits and locality
 Reading attitude and cast
 Reading attitude and status of the family
 Reading attitude and age of the reader
 Reading attitude and parents occupations
 Reading attitude and parents qualification
 Reading attitude and order of the birth
 Reading attitude and size of the family
 Reading attitude and types of school
 Reading attitude and teachers
 22 Reading Attitude of Students

 Reading attitude and community

2.17 READING EFFECT ON SOCIAL BEHAVIOR

Research shows that reading effect on social behavior. People are assumed to be more
willing to contribute. This behavior may be due to various motivational reasons, such
as conformity, social norms or reciprocity. Reading with social behavior encourages
each, therefor reading is a social behavior that benefits other people or society as a
whole such as helping, sharing, donating, co-operating and volunteering (Zwiers
2010).

2.18 ORGANIZATION BEHAVIOR AND READING ATTITUDE

Attitude can positively or negatively affect a human behavior, regardless of whether
the individual is aware of the effect. Attitudes can be infections and can influence the
behavior of those around them. Organizations must therefore recognize that it is
possible to influence a person‟s attitude and in turn the human behavior. Reading
attitude is helpful in a positive work environment, satisfaction in their duty, a reward
system and a code of conduct can all help reinforce specific behaviors. One key to
altering an individual‟s behavior is consistency. Fostering initiatives that influence
behavior is not enough, everyone is the reorganization needs to be committed to
success of these initiatives. It is also important to remember that certain activities will
be more effective with some people than with others. Management may want to
outline a few different behavior change strategies to have the biggest effect across the
organization and take in to consideration the diversity inherent in any group. Our
reading behavior often depends on how we feel about during reading. Therefore,
making sense of how people read depends on understanding their reading attitude
toward reading and reading related concept to determine the effects of grade level,
reading achievement, race and social status upon reading attitudes (Zwiers 2010).

2.19 READING EFFECT ON COMMUNICATION SKILL

Communication is to give information to other and exchange the thoughts, feelings
and emotions. Effective communication based on two processes first step is to send
the massage and second process is to receive and understand the actual meaning.
Communication is a process of transferring the facts, ideas, information, thoughts,
feelings, emotions and any other data from one person to another. Communication is
important for student‟s successful future because it is essential for every student in a
competitive world. In communication reading, writing and listening are important
skills to communicate with others. Reading is a skill that student learn from their
growing age. Reading promotes a skill in student to develop a thought, aims, and
management skill to make their carriers in better way. Continues reading something
like books, newspaper and magazines any things improve the thinking ability.
 23 Reading Attitude of Students

Here is a List that Reading, Improve the all Communication Skill.

 Reading exposes you in a new ways
 Reading improves the thing skill
 It increase the listening skill
 After reading books reader increase the speaking skill
 It increase the quality to listen and answer the question in better and
understanding ways
 Reading increase the thinking skill to answer and find out
 It increase the judgmental quality
 Reading increase the communication skill to share the ideas
 Reading makes a good speaker
 It boots the creativity and imagination
 It connect to the brain and world
 Increase the reader vocabulary
 It increase the quality of written expression

2.20 READING EFFECT ON LANGUAGE COMPETENCY

Reading is a fundamental part of learning due to daily reading it increase the language
that connect to all over the world. Reading storybooks exceed the language
competency and maximizes the oral communication. It increases the student reading
experience. These story books maintain student concentration and attention and
increase the reading interest.(Soliman 2012).
Reading skills effect on academic performance and also increase the language
competency in students. Reading increases the current situation of the students and
also increases their English 30 language and speaking skill. It effect on all the
academic aspect. Different books help to increase language. Parents and teachers
encourage student to read different books and join other reading clubs, libraries and
different reading corner that help to increase the language competency. Reading skills
achieve academic targets and enhance the thinking ability of students. (Risko, Roller
et al. 2008).

2.21 READING AND SELF-AWARENESS

Self-awareness is the image of personality. It includes person thought, feelings,
vision, motivation, emotion and positive and negative behavior. All the awareness
comes from knowledge, reading books and observation. Reading increases the
knowledge to understand the attitude of a person and response according to situation.
Reading gives self-awareness that where you‟re thought, feeling, emotion, behavior
taking you. It helps the reader to control the behavior and develop their personality.
 24 Reading Attitude of Students

2.22 READING AND INTRAPERSONAL SKILL

Interpersonal skill is the ability to reflect internal skill. It is a strong ability to learn
from past events and knowledge. It is the ability to develop feelings and emotional
intelligence that makes a man to use thought properly and effectively perform in
personal and professional life. Intrapersonal skills help to take effective decision and
action. Interpersonal skills effect on reading in two ways. One effects on point of view
and discussion that provide by teacher and second effect on selfimagination (Akbari
and Hosseini 2008).

2.23 READING AS PROBLEM SOLVING

Reading is important source to solve the problem. Reading develops the self
motivational skill to solve the problem and perform better in school, society and their
personal life. Reading helps to define a problem and ask question. It helps to avoid
any emotional decision. It helps to examine any critical situation. Reading gives clear
perception of any reason that will change position. It open mind to analyze argument
and evidence. Reader must apply criteria to solve because all arguments cannot apply
all subjects. Then apply evidence on situation. It involve analyses, identifying
evaluate situation (Mennecke, Crossland et al. 2000).

2.24 EFFECT OF READING HABITS ON ACADEMIC

PERFORMANCE
School, college and university cannot grow without student. Social, moral, economic
developments depend on academic performance of students. Academic performance
plays a vital role in country development. Student education is important for learning
process. Learning process develop the social, economic and emotional development in
student. These learning processes develop by reading books. Reading book have very
powerful effect on academic performance. These developments effect on national
development (Adetunji and Oladeji 2007).

2.25 ROLE OF LIBRARY IN DEVELOPING READING HABITS

OF STUDENTS
Reading and library are linked to each other. When reading words come in mind the
library automatically come. Library is best sources of reading to enhance knowledge.
Libraries play a vital role to provide services in all field of life. Libraries act like an
educator because it provides information, knowledge and places to read and improve
their life. It provides formal and informal support to all students to increase the
knowledge. Pupils develop their reading habits throw libraries and also better perform
in society. It is knowledge sharing network. Today libraries play the technological
role and provide mobile library, audio books etc. Students use internal abilities to
manage their knowledge. Using libraries increase the knowledge about technologies
and improve the communication skill(Bashir and Mattoo 2012).
 25 Reading Attitude of Students

2.26 ROLE OF TEACHER IN DEVELOPING READING HABITS

OF STUDENTS
Reading is not just a reading activity but it is an activity to learn, share and
communicate to others. It is a source of enjoyment and entertainment. There are many
different ways to develop reading habits in students:
 Read books in classroom
 Share different reading experience
 Organize a reading session
 Make a field trip to local library
 Introduce new books
 Give students target to read books
 Visit to school library
 Listen audio books in classroom that helps to promote reading
 Invite author to motivate reading
 Discusses with student reading issue and solve it
 Teach reading strategies that help to read books
 Introduce new reading materials
 Divide and share reading materials
 Go to book festivals
 Encourage student who read books
 Give student free choice to read

2.27 ROLE OF PARENTS IN DEVELOPING READING HABIT

Reading is profit full activities that makes the children stronger, social and square
their future. To promote the reading habits in children parents must involve in
different reading activates that help to increase reading habits in their children.
 Parents provide books at home
 Parents daily read books or other reading material like magazines, newspaper
 Parents must read books in front of their children
 Parents do not allow their children to watch TV
 New and informative book must provide to their children for reading
 Make a small library at home
 Discuss books at home with their children
 Parents must visit public library once in a week with their children
 For developing reading habits at home keep reading material throughout
 Share reading experience with their children

2.28 WHY READING HABITS DECLINE IN TEENAGERS

STUDENTS
 Student read without understand the meanings
 26 Reading Attitude of Students

 Student cannot understand the concept

 Read quickly and miss important points
 Easily distract
 Skip main idea of the story
 Do not read silently while reading and watching TV and listening music
 Sometimes books are not provided by according to their interest
 Use of new technologies make students‟ life busy
 Due to internet student do not read books
 Students cannot select books for reading
 Parents and teachers do not motivate to read books
 Due to lot of home-work students have not spear time to read books

2.29 HOW TO PROMOTE READING HABITS OF STUDENTS?

It is a responsibility of parents, teachers to promote reading habits in students. Here
are some points to develop reading habits:
 Teacher should assign meaning full assignment
 Teacher gives books to students for reading
 Teachers assign target to read books
 After reading books all students should discuss in class
 Parents must provide a proper place for reading
 Parents must make reading environment at home
 Teacher assign books to read
 Teacher should discuss different books in class which motivate students for
reading
 Teacher should select book and read loudly in class
 School must have a library period to read books
 Parents should fix reading hours to read books at home except textbooks
 Parents do not allow to watch TV all time
 Parents must read books with their children before sleeping

2.30 PREVIOUS RESEARCH STUDY ON READING ATTITUDES

Hsu, Y. and C. L. Liu (2016) explore the effect of digital media and e-books on young
children reading habits. The survey particularly focuses on children‟s reading
enjoyment and their reading discussion with parents at home. It also explores the
parental practices and associated perception on their 0-8 year old children. Objective
of this study is to understand the nature of children‟s engagement with digital
technologies at home, notably in relation to reading for pleasure and in contrast to
printed books and to address some of the gaps in our understanding of the key factors
influencing parents‟ perceptions and practices in relation to children‟s reading 34 for
pleasure with digital interactive books. Sample sizes of this survey consist of 1511
parents of 0-8 year olds. Researchers try to cover all socio-economic groups. The
survey was conducted by two method :( 1)1000 online, (2) 500 by telephone. The data
 27 Reading Attitude of Students

collect through interview online survey. The major finding of this study were mostly
parents have concerns that children use e-book, half of the parents want advice
interactive e-book and majority of the parents prefer printed books for their children.
It was recommended that parents need to recognize good digital content books, reduce
the child‟s risk of exposure to inappropriate content or advertising and understand
how digital and print books can support children with educational needs.
Research methodology: The study focus on reading habits, attitude of reading, and
demographic factors such as age, gender and socio-economic group. The type of the
research was both quantities and qualitative research method. Population of the study
was all the adult people. 15, 00 adult were selected as a sample. This study used the
quota sampling to collect the data from selected sample. Interview was used as a tool
to collect the data. After collecting the data the result shows that in England the
minorities of the adult have negative attitudes towards reading 18% of the respondent
never buy printed books,36% start to read book but bored and 27% prefer internet and
social media and rising to 56% belong to 18-30 age group. While the selected samples
have positive attitudes to reading.76% like to read and 22% read at least weekly.76%
prefers to read printed books and only 10% prefer e-reading.
Owusu-Acheaw, M. and A. G. Larson (2014).conducted a study titled "Reading habits
among students and its effect on academic performance: A study of students of
Koforidua Polytechnic." This study assess the reading the reading habits among
students and their effects on their academic performance. This study identifies the
reading habits of student because some students have poor performance in their study.
For an excellent performance there is need for the student to develop reading habits.
This study was conducted in Koforidua polytechnic situated in the Eastern region of
Ghana. Questionnaire was as a tool for data collection. Population of the study was
student of Koforidua Polytechnic. The sample size of the study was 1052.For check
the reliability and validity of the tool the tool were tested on smaller sample group.
After improving the tool Questionnaire was distributed in the targeted sample the
sample size was 1052 but 1000 copies of filled questionnaire were received. The
collected data were analyzed on Statistical Package of Social Science (SPSS).Figure
35 and tables were used to shows the finding of the study. The data was collected
through systematic simple random technique. The finding showed that majority of the
respondents give importance to reading.82% of the respondents not read novel and
fiction book at least last two semesters while 62% respondents read only for passing
exam. After analyzed the data the study confirmed that reading is important for
student academic performance and there is positive relation of reading habits and
academic performance. The recommendation of the study was that teacher avoids
providing handouts to students.
Annamalai, S. and B. Muniandy (2013).conducted a research titled "Reading habit
and attitude among Malaysian polytechnic students." This study promoted the result
of reading habit and attitude of the student in a Malaysian Polytechnic. The main
research question of this study were, What is the reading habit of the polytechnic
students in terms of the types, material and activities during their leisure time and
what are the student attitude towards reading? Researcher adapted questionnaire from
 28 Reading Attitude of Students

Smith‟s (1991) adult survey of reading attitude (ASRA) and Pandean‟s (1991)
reading habits questionnaire was used for data collection. Sample was collected from
Business and Engineering department and sample size was 119 students. Result of
this survey was revealed that the polytechnic student show low interest in reading and
student do not enjoy reading as much as they enjoy doing practical work related
technologies. Technology based reading will encourage the student and motivate to
read as student. Using technologies in reading like computer, e-book, and audio book
increase the motivation level of reading and will increase the language proficiency.
Chiang,I.-C. N. (2016).conducted a study titled "Reading Habits, Language Learning
Achievements and Principles for Deep Knowledge."This study investigate the nine
principals for deep knowledge (PDK) affect reading habits and language
achievements by small-scale, experimental and statistical study. The purpose of this
study was to investigate the influence of reading habits on language learning
achievements. Researcher use questionnaire as a tool for data collection.
Questionnaire contain two section, reading habits and deep knowledge learning
behavior. The sample was chosen by simple random selection from northern Taiwan.
Result show that those who enjoy reading and have reading habits never have limited
knowledge.
36 Tahseen (2013) conducted a study to identify the Reading habits and attitude in the
digital environment, a study of ISLM student of Dhaka University, Department of
information science and library management Study focus on reading habits, reading
attitude and digital environment. Aims of the study were what is the reading habit of
the ISLM students in terms of the following? What type of reading materials do they
read in leisure time? What is the students‟ attitude towards reading? And what is the
preference of document media when they reading? Is it electronic/ printed? Research
methodology: The researcher used both qualitative and quantities method for data
collection. Data collects from both primary and secondary school. Data was collected
through questionnaire. Overall analysis indicates that primary and secondary both
groups spend time on reading academic books, newspaper, literature and other
information. Reading becomes a favorite activity in leisure time.
Covert, K. A. (2009) focuses on " Exploration of the Leisure Reading Habits and
Attitudes of Eighth-Grade Students." The purpose of this survey was to identify the
common factor that may develop reading habits in students. For this study researcher
design three research question that may help to explore the common factor. Research
question were, How many eighth grade students in study identify themselves as
readers or non-readers? And for those who identify themselves as readers or
nonreader, what are some common factors reported including frinds, family, reading
habits and leisure activities? Questionnaire was used as research tool. The data were
collected from rural community of western New York. The data were collected from
two towns and questionnaire was consisted on twenty six questions. Result showed
that average amount of people spend time on reading and majority of the non-reader
spend time with their families and extra activities. More studies investigating why
students decline in reading habits and attitudes, mostly survey reported the reading
benefits but their reasons for decline in reading was not reported.
 29 Reading Attitude of Students

Mansoor, A. N., M. S. Rasul, et al. (2013) conducted a study to "Developing and

sustaining reading habit among teenagers." The Asia-Pacific Education Researcher
22(4): 357-365.
The purpose of this study was to identify factor that effect on student‟s reading
interest and then sustain this interest. The focus of this research was to investigate the
reading behavior of students, how they developed interest in reading and how they 37
maintain this interest. Research uses interview, observation and documentary analysis
method for data collection. Data collect from seven 15- year old Malaysian teenager
students were selected on the bases of reading avidness and various background. At
the end of the research it was recognized that home is the main pushing factor to
develop the reading habits in teenagers, peer influence is other factor of teenager‟s
life that maintain reading habits. Parents must encourage reading although schools
play a vital role to develop reading habits.
 30 Reading Attitude of Students

CHAPTER 3

RESEARCH METHODOLOGY

3.1 RESEARCH DESIGN

Descriptive method of the research was used for current study by keeping in view the
nature of the research problem. The purpose of the current study was to analyze the
reading attitudes among students at elementary level. Due to having a large number of
population, survey method was adopted for data collection. Quantitative methods
were used to describe record, analyze and interpret existing conditions. A self-made
questionnaire based on closed-ended and open-ended questions was used for survey.

3.2 POPULATION
The population of this study was students of elementary level. The survey method was
used to collect the required data.

3.3 SAMPLE & SAMPLING TECHNIQUE

Population of this study was students of elementary level. The survey method was
adopted to collect data. 100 students were randomly selected for data collection. This
study was conducted in five different elementary schools of Bahawalpur.

3.4 INSTRUMENTATION
The research tool used for data collection was survey questionnaire. Questionnaire
based on 14 indicators to find out the current reading attitudes among students at
 31 Reading Attitude of Students

elementary level. First part of the questionnaire was comprised of demographic

information of the respondents. And the second part of the questionnaire was based on
37 items related to reading attitudes and interest of the students. These 37 items were
divided into thirteen indicators.
Indicators are given below;

3.5 VALIDITY AND RELIABILITY OF INSTRUMENT

Questionnaire is almost a valid and reliable instrument. To we can easily judge the
students to analyses their reading capability.
 32 Reading Attitude of Students

3.6 DATA COLLECTION

For this research the researcher use the questionnaire instrument to collect data and
the researcher is successful in his research. Data is collected from four schools in the
city and the students are female from which all the data is collected.

3.7 DATA ANALYSIS

Data sheet was administered with code numbers after collecting data. Coding is the
process of putting numbers and classifying data. The coded data was analyzed with
the help of software of statistical package for social sciences (SPSS-20) by using
statistical formula.
 Percentage and frequency
 The percentage was calculated on each indicator of research and results were
presented in table
 Analyze the responses of female students of elementary level
 33 Reading Attitude of Students

CHAPTER 4

DATA ANALYSIS AND ITS INTERPRETATIONS

The collected data was tabulated and analyzed using frequency and simple percentage
methods. The detailed analysis of data presented as follows:

4.1 READING ATTITUDE

Table 4.1.1 I like reading

Table 4.1.1 indicates respondents‟ opinion about I like reading. Approximately 99.0%
respondents agreed that they like reading. However, only 1.0% of the students
 34 Reading Attitude of Students

remained satisfactory and 0.00% respondents disagreed with the statement. Overall
mean score was 4.86.

Table 4.1.2 I like to read books.

Table 4.1.2 indicates respondents‟ opinion about I like to read books. Approximately
97.0% respondents agreed that they like to read books. However, only 3.0% of the
 35 Reading Attitude of Students

students remained satisfactory and 0.00% respondents disagreed with the statement.
Overall mean score was 4.74.

Table 4.1.3 I like to read novels.

Table 4.1.3 indicates respondents‟ opinion about I like to read novels. Approximately
69.0% respondents agreed that they like to read novels. However, only 20.0% of the
students remained satisfactory and 11.0% respondents disagreed with the statement.
Overall mean score was 3.74.
 36 Reading Attitude of Students

Table 4.1.4 I always borrow book when I want to read

Table 4.1.4 indicates respondents‟ opinion about I always borrow book when I want
to read. Approximately 31.0% respondents agreed that they always borrow book
 37 Reading Attitude of Students

when they want to read. However, only 36.0% of the students remained satisfactory
and 33.0% respondents disagreed with the statement. Overall mean score was 2.83.
 38 Reading Attitude of Students

Table 4.1.5 I do not read because my teachers do not ask.

Table 4.1.5 indicates respondents‟ opinion about I do not read because my teachers
do not ask. Approximately 25.0% respondents agreed that they do not read because
their teachers do not ask. However, only 7.0% of the students remained satisfactory
and 68.0% respondents disagreed with the statement. Overall mean score was 2.21.
 39 Reading Attitude of Students

4.2 READING AT HOME

Table 4.2.1 My parents provide me all types of reading material at home

Table 4.2.1 indicates respondents‟ opinion about My parents provide me all types of
reading material at home. Approximately 91.0% respondents agreed that their parents
provide them all types of reading material at home. However, only 6.0% of the
students remained satisfactory and 3.0% respondents disagreed with the statement.
Overall mean score was 4.18.
 40 Reading Attitude of Students

Table 4.2.2 I always prefer reading in a separate place in my home

Table 4.2.2 indicates respondents‟ opinion about I always prefer reading in separate
place in my home. Approximately 73.0% respondents agreed that they always prefer
reading in a separate place in their home. However, only 19.0% of the students
remained satisfactory and 8.0% respondents disagreed with the statement. Overall
mean score was 4.02.
 41 Reading Attitude of Students

Table 4.2.3 I have a large number of books available at my home.

Table 4.2.3 indicates respondents‟ opinion about I have a large number of books
available at my home. Approximately 59.0% respondents agreed that they have a
large number of books available at their home. However, only 19.0% of the students
remained satisfactory and 22.0% respondents disagreed with the statement. Overall
mean score was 3.56.
 42 Reading Attitude of Students

4.3 READING AT SCHOOL

Table 4.3.1 There is a library period in my school time table.

Table 4.3.1 indicates respondents‟ opinion about There is a library period in my

school time table. Approximately 46.0% respondents agreed that there is a library
period in their school time table. However, only 45.0% of the students remained
satisfactory and 9.0% respondents disagreed with the statement. Overall mean score
was 3.65.
 43 Reading Attitude of Students

Table 4.3.2 There is a big library in my school.

Table 4.3.2 indicates respondents‟ opinion about There is a big library in my school.
Approximately 56.0% respondents agreed that there is a big library in their school.
However, only 37.0% of the students remained satisfactory and 7.0% respondents
disagreed with the statement. Overall mean score was 3.88
 44 Reading Attitude of Students

4.4 SUPPORT FOR READING

Table 4.4.1 My teachers always motivates me for reading.

Table 4.4.1 indicates respondents‟ opinion about My teachers always motivates me

for reading. Approximately 91.0% respondents agreed that their teachers motivates
them for reading. However, only 5.0% of the students remained satisfactory and 4.0%
respondents disagreed with the statement. Overall mean score was 4.61.
 45 Reading Attitude of Students

Table 4.4.2 My teachers always help me to learn reading.

Table 4.4.2 indicates respondents‟ opinion about My teachers always helps me to

learn reading. Approximately 85.0% respondents agreed that they like reading.
However, only 4.0% of the students remained satisfactory and 11.0% respondents
disagreed with the statement. Overall mean score was 4.38.
 46 Reading Attitude of Students

Table 4.4.3 My parents did not motivates me for reading.

Table 4.4.3 indicates respondents‟ opinion about My parents did not motivates me for
reading. Approximately 37.0% respondents agreed that their parent did not motivates
them for reading. However, only 1.0% of the students remained satisfactory and
62.0% respondents disagreed with the statement. Overall mean score was 2.76.
 47 Reading Attitude of Students

Table 4.4.4 I always like to read only recommended books.

Table 4.4.4 indicates respondents‟ opinion about I always like to read only
recommended books. Approximately 20.0% respondents agreed that they always like
to read only recommended books. However, only 15.0% of the students remained
satisfactory and 65.0% respondents disagreed with the statement. Overall mean score
was 2.27.
 48 Reading Attitude of Students

4.5 PURCHASING READING MATERIAL

Table 4.5.1 I always spend my pocket money in buying books.

Table 4.5.1 indicates respondents‟ opinion about I always spend my pocket money in
buying books. Approximately 39.0% respondents agreed that they always spend their
money in buying books. However, only 25.0% of the students remained satisfactory
and 36.0% respondents disagreed with the statement. Overall mean score was 3.11.
 49 Reading Attitude of Students

Table 4.5.2 Purchasing reading material is just waste of money.

Table 4.5.2 indicates respondents‟ opinion about Purchasing reading material is just
waste of money. Approximately 23.0% respondents agreed that purchasing reading
material is just waste of money. However, only 10.0% of the students remained
satisfactory and 67.0% respondents disagreed with the statement. Overall mean score
was 2.29.
 50 Reading Attitude of Students

4.6 SPENDING TIME ON READING

Table 4.6.1 I visit the library once a week.

Table 4.6.1 indicates respondents‟ opinion about I visit the library once a week.
Approximately 50.0% respondents agreed that they visit the library once a week.
However, only 7.0% of the students remained satisfactory and 43.0% respondents
disagreed with the statement. Overall mean score was 2.94.
 51 Reading Attitude of Students

Table 4.6.2 I set up specific library hours.

Table 4.6.2 indicates respondents‟ opinion about I set up specific library hours.
Approximately 54.0% respondents agreed that they set up specific library hours. However,
only 6.0% of the students remained satisfactory and 40.0% respondents disagreed with the
statement. Overall mean score was 2.99
 52 Reading Attitude of Students

Table 4.6.3 During recess I consult the library.

Table 4.6.4 indicates respondents‟ opinion about During recess I consult the library.
Approximately 31.0% respondents agreed that during recess they consult the library.
However, only 31.0% of the students remained satisfactory and 38.0% respondents
disagreed with the statement. Overall mean score was 2.81.
 53 Reading Attitude of Students

4.7 READING AT LIBRARY

Table 4.7.1 I borrow books monthly from the library.

Table 4.7.1 indicates respondents‟ opinion about I borrow books monthly from the
library. Approximately 55.0% respondents agreed that they borrow books monthly
from the library. However, only 11.0% of the students remained satisfactory and
34.0% respondents disagreed with the statement. Overall mean score was 3.23.
 54 Reading Attitude of Students

Table 4.7.2 I often visit public library.

Table 4.7.2 indicates respondents‟ opinion about I often visit public library.
Approximately 31.0% respondents agreed that they often visit public library.
However, only 32.0% of the students remained satisfactory and 37.0% respondents
disagreed with the statement. Overall mean score was 2.88.
 55 Reading Attitude of Students

4.8 READING CHOICE

Table 4.8.1 I read newspaper daily.

Table 4.8.1 indicates respondents‟ opinion about I read newspaper daily.

Approximately 42.0% respondents agreed that they read newspaper daily. However,
only 22.0% of the students remained satisfactory and 36.0% respondents disagreed
with the statement. Overall mean score was 3.09.
 56 Reading Attitude of Students

Table 4.8.2 I like to read magazines.

Table 4.8.2 indicates respondents‟ opinion about I like to read magazines.

Approximately 68.0% respondents agreed that they like to read magazines. However,
only 22.0% of the students remained satisfactory and 10.0% respondents disagreed
with the statement. Overall mean score was 3.82.
 57 Reading Attitude of Students

Table 4.8.3 I always find books of my interest.

Table 4.8.3 indicates respondents‟ opinion about I always find books of my interest.
Approximately 83.0% respondents agreed that they always find books of their
interest. However, only 13.0% of the students remained satisfactory and 4.0%
respondents disagreed with the statement. Overall mean score was 4.12.
 58 Reading Attitude of Students

4.9 SHARING BOOKS

Table 4.9.1 I always exchange my books with my friends.

Table 4.9.1 indicates respondents‟ opinion about I always exchange my books with
my friends. Approximately 79.0% respondents agreed that they always exchange
books with their friends. However, only 11.0% of the students remained satisfactory
and 10.0% respondents disagreed with the statement. Overall mean score was 3.92
 59 Reading Attitude of Students

Table 4.9.2 After reading a book I write important points and discuss with
friends.

Table 4.9.2 indicates respondents‟ opinion about After reading a book I write
important points and discuss with friends. Approximately 64.0% respondents agreed
that after reading a book they write important points and discuss with friends.
However, only 26.0% of the students remained satisfactory and 10.0% respondents
disagreed with the statement. Overall mean score was 3.66.
 60 Reading Attitude of Students

4.10 SOURCE OF READING MATERIAL

Table 4.10.1 There is a public library near to my home

Table 4.10.1 indicates respondents‟ opinion about There is a public library near to my
home. Approximately 33.0% respondents agreed that there is a public library near to
their home. However, only 17.0% of the students remained satisfactory and 50.0%
respondents disagreed with the statement. Overall mean score was 2.54.
 61 Reading Attitude of Students

Table 4.10.2 I get books from my friends.

Table 4.10.2 indicates respondents‟ opinion about I get books from my friends.
Approximately 49.0% respondents agreed that they get books from their friends.
However, only 39.0% of the students remained satisfactory and 12.0% respondents
disagreed with the statement. Overall mean score was 3.51.
 62 Reading Attitude of Students

Table 4.10.3 I like to read English books.

Table 4.10.3 indicates respondents‟ opinion about I like to read English books.
Approximately 70.0% respondents agreed that they like to read English books.
However, only 29.0% of the students remained satisfactory and 1.0% respondents
disagreed with the statement. Overall mean score was 3.92.
 63 Reading Attitude of Students

Table 4.10.4 I like to listen audio books on computer.

Table 4.10.4 indicates respondents‟ opinion about I like to listen audio books on
computer. Approximately 66.0% respondents agreed that they like to listen audio
books on computer. However, only 26.0% of the students remained satisfactory and
8.0% respondents disagreed with the statement. Overall mean score was 3.77.
 64 Reading Attitude of Students

4.11 INTERESTING PLACE FOR READING

Table 4.11.1 I like reading in a park.

Table 4.11.1 indicates respondents‟ opinion about I like reading in a park.

Approximately 71.0% respondents agreed that they like reading in a park. However,
only 18.0% of the students remained satisfactory and 11.0% respondents disagreed
with the statement. Overall mean score was 3.98.
 65 Reading Attitude of Students

Table 4.11.2 I love reading at my home.

Table 4.11.2 indicates respondents‟ opinion about I love reading at my home.

Approximately 92.0% respondents agreed that they love reading at my home.
However, only 5.0% of the students remained satisfactory and 3.0% respondents
disagreed with the statement. Overall mean score was 2.61.
 66 Reading Attitude of Students

Table 4.11.3 I like reading in a peaceful place.

Table 4.11.3 indicates respondents‟ opinion about I like reading in a peaceful place.
Approximately 93.0% respondents agreed that they like reading in a peaceful place.
However, only 4.0% of the students remained satisfactory and 3.0% respondents
disagreed with the statement. Overall mean score was 4.63.
 67 Reading Attitude of Students

4.12 IMPACT OF READING

Table 4.12.1 I always find reading very beneficial.

Table 4.12.1 indicates respondents‟ opinion about I always find reading very
beneficial. Approximately 95.0% respondents agreed that they always find reading
very beneficial. However, only 4.0% of the students remained satisfactory and 1.0%
respondents disagreed with the statement. Overall mean score was 4.60.
 68 Reading Attitude of Students

Table 4.12.2 Reading is important to learn new thing.

Table 4.12.2 indicates respondents‟ opinion about Reading is important to learn new
things. Approximately 96.0% respondents agreed that reading is important to learn
new things. However, only 3.0% of the students remained satisfactory and 1.0%
respondents disagreed with the statement. Overall mean score was 4.70.
 69 Reading Attitude of Students

Table 4.12.3 I read books for self-development.

Table 4.12.3 indicates respondents‟ opinion about I read books for self-development.
Approximately 98.0% respondents agreed that they read books for self-development.
However, only 1.0% of the students remained satisfactory and 1.0% respondents
disagreed with the statement. Overall mean score was 4.65.
 70 Reading Attitude of Students

Table 4.12.4 Reading increases my vocabulary.

Table 4.12.4 indicates respondents‟ opinion about Reading increases my vocabulary.

Approximately 99.0% respondents agreed that reading increases their vocabulary.
However, only 1.0% of the students remained satisfactory and 0.00% respondents
disagreed with the statement. Overall mean score was 4.90.
 71 Reading Attitude of Students

CHAPTER 5

SUMMARY, DISCUSSION, FINDINGS, CONCLUSION

AND RECOMMENDATIONS

5.1 SUMMARY
The primary objective of the study was to analyze the reading attitude among students
at elementary level. The researcher main focus was to analyze the reading attitude of
students of elementary level. The main objectives of the study were (a) To identify the
importance of reading in students‟ life. (b) To recognize the importance of reading
material for the students. (c) To find out the effects of reading on students. (d) To
suggest certain ways to improve reading habits. The population of the study was
consisted on students of elementary level ib city Bahawalpur. To conduct the survey
of this research, a sample of 100 students from city Bahawalpur. The subjects of the
study were between 10-15 year population who have completed primary education.
Questioner was developed to collect data from selected sample. The researcher
personally collected data from selected sample of the research population in city
Bahawalpur. The collected data was analyzed with the help of software statistical
package for social sciences (SPSS) version 20 by using statistical formulas of
frequency and simple percentage. Open ended questions were analyzed on excel
sheet. After obtaining result from the analysis, the findings were reported and on the
basis of these findings appropriate measures were suggested to propose
recommendation for further improvement.

5.2 DISCUSSION
Following were the results of the study drawn in the light of the analysis of study:
 Table 4.1.1 indicates respondents‟ opinion about I like reading.
Approximately 99.0% respondents agreed that they like reading. However,
only 1.0% of the students remained satisfactory and 0.00% respondents
disagreed with the statement. Overall mean score was 4.86.
 Table 4.1.2 indicates respondents‟ opinion about I like to read books.
Approximately 97.0% respondents agreed that they like to read books. 79
However, only 3.0% of the students remained satisfactory and 0.00%
respondents disagreed with the statement. Overall mean score was 4.74.
 Table 4.1.3 indicates respondents‟ opinion about I like to read novels.
Approximately 69.0% respondents agreed that they like to read novels.
However, only 20.0% of the students remained satisfactory and 11.0%
respondents disagreed with the statement. Overall mean score was 3.74.
 72 Reading Attitude of Students

 Table 4.1.4 indicates respondents‟ opinion about I always borrow book when I
want to read. Approximately 31.0% respondents agreed that they always
borrow book when they want to read. However, only 36.0% of the students
remained satisfactory and 33.0% respondents disagreed with the statement.
Overall mean score was 2.83.
 Table 4.1.5 indicates respondents‟ opinion about I do not read because my
teachers do not ask. Approximately 25.0% respondents agreed that they do not
read because their teachers do not ask. However, only 7.0% of the students
remained satisfactory and 68.0% respondents disagreed with the statement.
Overall mean score was 2.21.
 Table 4.2.1 indicates respondents‟ opinion about My parents provide me all
types of reading material at home. Approximately 91.0% respondents agreed
that their parents provide them all types of reading material at home. However,
only 6.0% of the students remained satisfactory and 3.0% respondents
disagreed with the statement. Overall mean score was 4.18.
 Table 4.2.2 indicates respondents‟ opinion about I always prefer reading in
separate place in my home. Approximately 73.0% respondents agreed that
they always prefer reading in a separate place in their home. However, only
19.0% of the students remained satisfactory and 8.0% respondents disagreed
with the statement. Overall mean score was 4.02.
 Table 4.2.3 indicates respondents‟ opinion about I have a large number of
books available at my home. Approximately 59.0% respondents agreed that
they have a large number of books available at their home. However, only
19.0% of the students remained satisfactory and 22.0% respondents disagreed
with the statement. Overall mean score was 3.56.
 Table 4.3.1 indicates respondents‟ opinion about There is a library period in
my school time table. Approximately 46.0% respondents agreed that there is a
80 library period in their school time table. However, only 45.0% of the
students remained satisfactory and 9.0% respondents disagreed with the
statement. Overall mean score was 3.65.
 Table 4.3.2 indicates respondents‟ opinion about There is a big library in my
school. Approximately 56.0% respondents agreed that there is a big library in
their school. However, only 37.0% of the students remained satisfactory and
7.0% respondents disagreed with the statement. Overall mean score was 3.88
 Table 4.4.1 indicates respondents‟ opinion about My teachers always
motivates me for reading. Approximately 91.0% respondents agreed that their
teachers motivates them for reading. However, only 5.0% of the students
remained satisfactory and 4.0% respondents disagreed with the statement.
Overall mean score was 4.61.
 Table 4.4.2 indicates respondents‟ opinion about My teachers always helps me
to learn reading. Approximately 85.0% respondents agreed that they like
reading. However, only 4.0% of the students remained satisfactory and 11.0%
respondents disagreed with the statement. Overall mean score was 4.38.
 Table 4.4.3 indicates respondents‟ opinion about My parents did not motivates
me for reading. Approximately 37.0% respondents agreed that their parent did
 73 Reading Attitude of Students

not motivates them for reading. However, only 1.0% of the students remained
satisfactory and 62.0% respondents disagreed with the statement. Overall
mean score was 2.76.
 Table 4.4.4 indicates respondents‟ opinion about I always like to read only
recommended books. Approximately 20.0% respondents agreed that they
always like to read only recommended books. However, only 15.0% of the
students remained satisfactory and 65.0% respondents disagreed with the
statement. Overall mean score was 2.27.
 Table 4.5.1 indicates respondents‟ opinion about I always spend my pocket
money in buying books. Approximately 39.0% respondents agreed that they
always spend their money in buying books. However, only 25.0% of the
students remained satisfactory and 36.0% respondents disagreed with the
statement. Overall mean score was 3.11.
 Table 4.5.2 indicates respondents‟ opinion about Purchasing reading material
is just waste of money. Approximately 23.0% respondents agreed that 81
purchasing reading material is just waste of money. However, only 10.0% of
the students remained satisfactory and 67.0% respondents disagreed with the
statement. Overall mean score was 2.29.
 Table 4.6.1 indicates respondents‟ opinion about I visit the library once a
week. Approximately 50.0% respondents agreed that they visit the library
once a week. However, only 7.0% of the students remained satisfactory and
43.0% respondents disagreed with the statement. Overall mean score was 2.94.
 Table 4.6.2 indicates respondents‟ opinion about I set up specific library
hours. Approximately 54.0% respondents agreed that they set up specific
library hours. However, only 6.0% of the students remained satisfactory and
40.0% respondents disagreed with the statement. Overall mean score was 2.99.
 Table 4.6.4 indicates respondents‟ opinion about During recess I consult the
library. Approximately 31.0% respondents agreed that during recess they
consult the library. However, only 31.0% of the students remained satisfactory
and 38.0% respondents disagreed with the statement. Overall mean score was
2.81.
 Table 4.7.1 indicates respondents‟ opinion about I borrow books monthly
from the library. Approximately 55.0% respondents agreed that they borrow
books monthly from the library. However, only 11.0% of the students
remained satisfactory and 34.0% respondents disagreed with the statement.
Overall mean score was 3.23.
 Table 4.7.2 indicates respondents‟ opinion about I often visit public library.
Approximately 31.0% respondents agreed that they often visit public library.
However, only 32.0% of the students remained satisfactory and 37.0%
respondents disagreed with the statement. Overall mean score was 2.88.
 Table 4.8.1 indicates respondents‟ opinion about I read newspaper daily.
Approximately 42.0% respondents agreed that they read newspaper daily.
However, only 22.0% of the students remained satisfactory and 36.0%
respondents disagreed with the statement. Overall mean score was 3.09.
 74 Reading Attitude of Students

 Table 4.8.2 indicates respondents‟ opinion about I like to read magazines.

Approximately 68.0% respondents agreed that they like to read magazines.
However, only 22.0% of the students remained satisfactory and 10.0%
respondents disagreed with the statement. Overall mean score was 3.82.
 Table 4.8.3 indicates respondents‟ opinion about I always find books of my
interest. Approximately 83.0% respondents agreed that they always find books
of their interest. However, only 13.0% of the students remained satisfactory
and 4.0% respondents disagreed with the statement. Overall mean score was
4.12.
 Table 4.9.1 indicates respondents‟ opinion about I always exchange my books
with my friends. Approximately 79.0% respondents agreed that they always
exchange books with their friends. However, only 11.0% of the students
remained satisfactory and 10.0% respondents disagreed with the statement.
Overall mean score was 3.92.
 Table 4.9.2 indicates respondents‟ opinion about After reading a book I write
important points and discuss with friends. Approximately 64.0% respondents
agreed that after reading a book they write important points and discuss with
friends. However, only 26.0% of the students remained satisfactory and 10.0%
respondents disagreed with the statement. Overall mean score was 3.66.
 Table 4.10.1 indicates respondents‟ opinion about There is a public library
near to my home. Approximately 33.0% respondents agreed that there is a
public library near to their home. However, only 17.0% of the students
remained satisfactory and 50.0% respondents disagreed with the statement.
Overall mean score was 2.54.
 Table 4.10.2 indicates respondents‟ opinion about I get books from my
friends. Approximately 49.0% respondents agreed that they get books from
their friends. However, only 39.0% of the students remained satisfactory and
12.0% respondents disagreed with the statement. Overall mean score was 3.51.
 Table 4.10.3 indicates respondents‟ opinion about I like to read English books.
Approximately 70.0% respondents agreed that they like to read English books.
However, only 29.0% of the students remained satisfactory and 1.0%
respondents disagreed with the statement. Overall mean score was 3.92.
 Table 4.10.4 indicates respondents‟ opinion about I like to listen audio books
on computer. Approximately 66.0% respondents agreed that they like to listen
audio books on computer. However, only 26.0% of the students remained
satisfactory and 8.0% respondents disagreed with the statement. Overall mean
score was 3.77.
 Table 4.11.1 indicates respondents‟ opinion about I like reading in a
park.Approximately 71.0% respondents agreed that they like reading in a park.
However, only 18.0% of the students remained satisfactory and 11.0%
respondents disagreed with the statement. Overall mean score was 3.98.
 Table 4.11.2 indicates respondents‟ opinion about I love reading at my home.
Approximately 92.0% respondents agreed that they love reading at my home.
However, only 5.0% of the students remained satisfactory and 3.0%
respondents disagreed with the statement. Overall mean score was 2.61.
 75 Reading Attitude of Students

 Table 4.11.3 indicates respondents‟ opinion about I like reading in a peaceful

place. Approximately 93.0% respondents agreed that they like reading in a
peaceful place. However, only 4.0% of the students remained satisfactory and
3.0% respondents disagreed with the statement. Overall mean score was 4.63.
 Table 4.12.1 indicates respondents‟ opinion about I always find reading very
beneficial. Approximately 95.0% respondents agreed that they always find
reading very beneficial. However, only 4.0% of the students remained
satisfactory and 1.0% respondents disagreed with the statement. Overall mean
score was 4.60.
 Table 4.12.2 indicates respondents‟ opinion about Reading is important to
learn new things. Approximately 96.0% respondents agreed that reading is
important to learn new things. However, only 3.0% of the students remained
satisfactory and 1.0% respondents disagreed with the statement. Overall mean
score was 4.70.
 Table 4.12.3 indicates respondents‟ opinion about I read books for self
development. Approximately 98.0% respondents agreed that they read books
for self-development. However, only 1.0% of the students remained
satisfactory and 1.0% respondents disagreed with the statement. Overall mean
score was 4.65.
 Table 4.12.4 indicates respondents‟ opinion about Reading increases my
vocabulary. Approximately 99.0% respondents agreed that reading increases
their vocabulary. However, only 1.0% of the students remained satisfactory
and 0.00% respondents disagreed with the statement. Overall mean score was
4.90.

5.3 FINDINGS AND CONCLUSIONS OF THE STUDY

This research aimed at finding out the reading attitude of the students of elementary
level. Research question were developed to determine reading interest of the students.
This is to find out that students interest towards reading. It finds out the roll of school
and parents towards reading that how much they help their students or children
towards reading. The main research question of the study was importance of reading
habits among students of age 10-15.
Finding of the indicator 1 attitude towards reading shows that most of the students
like reading. Most of the students like to read books and some like novels. For the
purpose of reading some of the students borrow books and they do not read just
recommended books.
Finding of the indicator 2 reading at home shows that different respondents have
different reading material at their home similarly majority of the respondents like
reading in a separate place at home.
Finding of the indicator 3 reading at school Shows that mostly school have their own
library that‟s why most of the students describe that there was library period in the
school timetable it also shows the interest towards reading.
 76 Reading Attitude of Students

Finding of the indicator 4 support for reading shows that majority of the students
parents and teachers motivate them for reading and their teachers also help them to
learn reading.
Finding of the indicator 5 purchasing reading material shows that most of the students
do not spend money on buying books and considered this activity as wastage of
money.
Finding of the indicator 6 spending time on reading that most of the students do not
visit the library once a week but majority of the respondents have set up specific
library hour. And some of the students visit school library in the recess.
Finding of the indicator 7 reading at library most of the students monthly borrow
books from the library that shows the good reading interest same as most of the
students often visit library and take interest reading at library.
Finding of the indicator 8 reading choice shows that most of the students prefer to
read newspapers and magazine same as most of the students find books of their
interest.
Finding of the indicator 9 sharing books concluded that most of the students exchange
books with friends for reading and also discuss important points with their friends.
Finding of the indicator 10 source of reading material shows that most of the students
do not have public library near to their home and they get books from their friends for
reading. Same as most of the students like English books and like to listen audio
books.
Finding of the indicator 11 interesting place for reading shows that majority of the
students like reading at home and some of the students like to read at park and mostly
like reading in peaceful place.
Finding of the indicator 12 impact of reading shows that most of the students think
that reading is important for learn new things and for self-development and also
increases the vocabulary.

5.4 RECOMMENDATIONS
In the light of above mentioned findings following recommendations may be
suggested.
1. Parents should encourage students to read books because reading developed at
early stage and continuously reading help students and they become life-long
learning.
2. Teacher also motivate students to read more books because teacher is
important source to help student to select books, students do not select the
proper books to read and the school plays a vital role in sustaining reading
habits in students.
 77 Reading Attitude of Students

3. Children should be encourage to read books that increase the academic

performance because reading improve the vocabulary level and also increase
the understanding level of reading, reading books increase the learning skills
4. Parents should motivate to visit public and school library for this purpose
parents must visit public library with their children at least two or three times
in a month due to this method children develop reading habits and
continuously use library.
5. Parents and teacher should develop reading habit in student and continuously
reading help students to express their thought and feelings, it increase the
student‟s imagination, vision.
6. Teacher should give task to find some books this activity develops the habit to
find more and more books and also develop the research habits in students.
7. Teacher should suggest some books to students for reading because students
do not know the latest books and good or famous writers, some time students
want to read books but they do not select the proper book to read.
8. After reading books teacher must discuss books with their students teacher
discuss the writer‟s writing style, new vocabulary and new ideas in the
classroom
9. Parents should provide reading environment at home to read books for this
purpose parents make a small library at home or give new books to their
children to read and discuss with them.
10. School must give assignment to read other books except text books and
complete their assignment due to this activity student consult library and read
other books and different reading material to complete their assignment, this
activity increase the reading power, vocabulary and research habits.
11. School needs to improve their school library, introduce the digital library and
their use.
12. Parents and teacher should help students to choose books according to their
interest, this activity maintain reading habits and students not feeling bore.
13. Encourage students to use technologies to read books, help to listen audio
books use digital library, search new books, articles and publication that
improve research habits.
14. Introduce new books to students and help to read and understand the latest
ideas, thought and increase their vision that helpful through of their life.
15. School must arrange the audio book session to listen audio books because
students do not know about audio books.
16. Libraries must be improve their materials and provide audio books and
audiovisual books. Introduce the e-book and their use.
17. Students should be taught how to select book from library according to their
interest .
18. Learner should be taught how to take information and main concept, contact,
idea of the story, from books which help to understand the books and writer‟s
massages.
19. Libraries should provide other reading materials like magazines, newspaper
etc, that help to increase reading habits in students.
 78 Reading Attitude of Students

APPENDIX

QUESTIONNAIRE

THE ANALYSIS OF READING ATTITUD AMONG STUDENTS

AT ELEMENTARY LEVEL IN BAHAWALPUR CITY.

Dear Students,
This questionnaire is designed to The Analysis of Reading Attitude of
Students at Elementary Level in Bahawalpur city”. Your cooperation and
contribution is highly appreciated. The provided information will be
treated as confidential and used only for research purpose.

TAHSWAR JABEEN
B.ed (Teacher Education)
Allama Iqbal Open University Islamabad

Name _______________
Class _______________
Age 10-11 ( ) 12-13 ( ) 14-15 ( )
Gender Male ( ) Female ( )
Institution ________________________
 79 Reading Attitude of Students

SA: Strongly Agree, A: Agree, S: Satisfactory, D: Disagree, SDA:

Strongly Disagree

Sr.no READING ATTITUDE SA A S DA SDA

I like reading.
I like to read books.
I like to read novels
I always borrow book when I want to read.
I do not read because my teachers do not ask.

READING AT HOME
My parents provide me all types of reading
material at my home.
I always prefer reading in a separate place in
my home.
I have a large number of books available at my
home.
READING AT SCHOOL
There is a library period in my school time
table.
There is a big library in my school.

SUPPORT FOR READING

My teachers always motivates me for reading.

My teachers always helps me to learn reading.

My parents did not motivates me for reading.

I always like to read only recommended books.

PURCHASING READING
MATERIAL
I always spend my pocket money in buying
books.
Purchasing reading material is just waste of
money.
SPENDING TIME ON READING
I visit the library once a week.
 80 Reading Attitude of Students

I set up specific library hours.

During recess I consult the library.

READING AT LIBRARY
I borrow books monthly from the library.

I often visit public library.

READING CHOICES
I read newspaper daily.

I like to read magazines.

I always find books of my interest.

SHARING BOOKS
I always exchange my books with my friends.
After reading a book I write important points
and discuss with friends.
SOURCE OF READIND
MATERIAL
There is a public library near to my home.

I get books from my friends.

I like to read English books.

I like to listen audio books on computer.

INTERESTING PLACE FOR
READING
I like reading in a park.

I love reading at my home.

I like reading in a peaceful place

IMPACT OF READING
I always find reading very beneficial.

Reading is important to learn new things.

I read books for self-development.
Reading increases my vocabulary.
How to improve reading habits?
 81 Reading Attitude of Students

Give your suggestions

 82 Reading Attitude of Students

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