Abstract

This study investigated the connection between reading attitude and reading proficiency among 109 Grade 7 students in a private university using a descriptive-correlational design. Key findings revealed that a large majority of students (86.9%) held negative reading attitudes, and while many showed advanced readiness (56.6%) and satisfactory fluency (46.5%), most (83.8%) had very low reading engagement. Demographic factors like age, gender, and socio-economic status generally did not significantly impact proficiency, although engagement varied by gender and socio-economic background. Importantly, a significant positive relationship was found between reading attitude and both reading fluency and engagement. The study concludes that negative attitudes likely contribute to low engagement, potentially hindering overall proficiency. It recommends implementing motivational reading programs, structured fluency interventions, and encouraging parental involvement to improve students' reading attitudes and skills for long-term academic success.