| Abstrakt: |
Past reading experience, attitudes towards reading, reading self-efficacy, use of strategy, and reading habits are some of the factors that may influence reading achievement among elementary school pupils. In this study, these factors collectively termed as cognitive and affective reading profile are explored as to their relationship with the pupils' age, sex, and family economic status. A total of 205 Grade 6 pupils from a school district in Mandaon, Masbate selected using systematic sampling comprised the respondents of the study. Chi-square statistic was used to analyze the data. The findings show that the pupils have a poor reading habits and low selfefficacy, undecided to the value of library, reading difficult texts and of the graphics. Based from the findings of the study, the researcher drew the following conclusions that the low weighted mean obtained on the factor; reading and selfefficacy and reading habits are a contributing factors on the low reading proficiency level of the pupils. Past experiences with reading, attitudes towards reading and reading strategies are also a great contributor to the reading experiences of the pupil. Age and gender do not have a significant relation to reading but they also dictate on what appropriate tasks to be given along reading activity. Family income does affect the readability of the child, but parental involvement can be of great significance to build readership among children. Economic status as something related to cognitive and affective reading profile need to be explored more whether it is really a cause of differences in reading achievement. [ABSTRACT FROM AUTHOR] |
