II.

REVIEW OF RELATED LITERATURE

READING MOTIVATION

Having proficient reading skills is essential, particularly for those aiming to attain higher

levels of education. Reading proficiently is a skill that opens the door to endless possibilities. It

not only enables individuals to absorb knowledge but also helps them to think critically, analyze

information, and communicate effectively. According to Hermoso and Valle (2023), reading

serves as a pathway to acquiring knowledge across various subjects, enabling individuals to

explore new ideas and enhance their understanding in areas of interest. This intricate process

encompasses word recognition, comprehension, fluency, and motivation, making it an engaging

experience where readers visualize the content they consume. Through active engagement,

readers form unique interpretations of texts based on their diverse experiences and knowledge,

shaping their understanding of the material. Moreover, being able to read well is crucial for

academic success, as it forms the foundation for learning across all subjects.

Proficient reading skills are essential for students; therefore, educators must ensure that

their students can read proficiently (Palad E., 2023). Similarly, Abington-Pitre (2020) stated that

reading is crucial for students, particularly in an academic setting. Students unquestionably

require reading to excel in their studies. The proficiency of pupils in reading can be influenced

by their behavior and motivation. By addressing these factors, teachers can help pupils develop

strong reading skills that will benefit them academically and personally.

Motivation in reading refers to an individual's personal goals, values, and beliefs

regarding the subjects, procedures, and results of reading (Gunobgunob-Mirasol, 2019).

According to a meta-analytic review conducted by Toste et al. in 2020, learners' reading

performance is affected by their motivation. The study found that reading motivation has an

impact on students' reading achievement. However, variations exist in how age, gender,

socioeconomic status, and skill areas affect reading motivation and, consequently, reading

achievement.

There are two types of motivations: extrinsic motivation and intrinsic motivation.

Extrinsic Motivation is motivation that is driven by external rewards. These can be tangible, such

as money or grades, or intangible, such as praise or fame (Hermoso and Valle, 2023). Students

are inspired to read when there is an element of competition in the classroom. Competition can

encourage, motivate, and uplift students. However, educators need to find effective methods to

encourage students to channel their competitive spirit positively, fostering healthy competitions

in school that encourage collaboration, compassion, and creativity. (Harris, 2022). This suggests

that students require additional motivation and support to enhance their reading skills, not only to

excel in competitions but also to emphasize the significance of fluency in language for daily

interactions (Hermoso and Valle, 2023). Conversely, Wang et al. (2020) stated in their study that

extrinsic reading motivation has shown no significant or even negative correlation with reading

achievement.

On the other hand, intrinsic motivation arises within the individual. According to Wang

et al. 2020, intrinsic reading motivation greatly enhances different facets of reading achievement,

including text comprehension, word recognition, and general knowledge. Similarly, intrinsic

motivation in all of its facets had moderate relationship to the students’ reading comprehension(.

This denotes that students that are intrinsically motivated on reading are more likely to excel

academically and develop a lifelong love for learning.

 Their eagerness to explore new topics and delve into the world of books helps them

expand their knowledge, improve their critical thinking skills, and broaden their perspectives. By

cultivating a passion for reading, these students not only enhance their academic performance but

also nurture their creativity and imagination. Their intrinsic motivation on reading serves as a

powerful tool that empowers them to succeed in both their educational endeavors and personal

growth.

READING BEHAVIOR

De Graaf et al. (2020) found that parents’ reading behavior during the respondents’

childhoods, rather than high arts participation, affected the educational attainment of the adult

respondents. They also found that children from less educated families were especially affected

by parents’ reading behavior, supporting DiMaggio’s mobility.

Shaping behavior refers to modelling/demonstrating, providing corrective feedback, and

eliciting reinforces for successive approximations toward completing a task. Reading behavior is

not acquired as naturally as language. In other words, we are not biologically predetermined to

acquire language. In other words, we are not biologically predetermined to acquire language.

Therefore, reading behaviors need to be explicitly demonstrated and then modeled. It is

important for parents or caregivers to provide opportunities for joint book reading early in

children’s development. Joseph, L. (2019)

Additionally, establishing effective reading habits creates a positive reading environment

for students. When learners consistently read with enthusiasm, they are more likely to engage

with texts on a deeper level (Dogoan et al., 2020). Moreover, Silverman et al., (2020) stated in
their study that a student's reading behavior significantly affects their capacity to decode words,

grasp vocabulary, and implement comprehension strategies.

De Graaf, N. D., De Graaf, P., & Kraaykamp, G. (2000). Parental Cultural Capital and

Educational Attainment in the Netherlands: A Refinement of the Cultural Capital

perspective. Sociology of Education, 73(2), 92. https://doi.org/10.2307/2673239

Gunobgunob-Mirasol, R. (2019). Vocabulary size, reading motivation, reading attitudes and

reading comprehension performance among Filipino college learners of english.

International Journal of Evaluation and Research in Education, 8(1), 64.

https://doi.org/10.11591/ijere.v8i1.15335

Harris, P., II. (2023, February 9). Competition can motivate, encourage and inspire students. but

it can also harm them. EdSurge. https://www.edsurge.com/news/2023-02-08-

competition-can-motivate-encourage-and-inspire-students-but-it-can-also-harm-them

Hermoso, B. E., & Valle, A. M. (2023). Pupils’ Reading Motivation, Strategies, and

Performance: Basis for Reading Intervention Program. International Journal of Research

Publications, 126(1). https://doi.org/10.47119/ijrp1001261620224975

Palad, E. F. (2023). Improving the reading skills of Grade 2 pupils of Samat Elementary School

in English using Project Rewrite. Zenodo (CERN European Organization for Nuclear

Research). https://doi.org/10.5281/zenodo.7607631

Toste, J. R., Didion, L., Peng, P., Filderman, M. J., & McClelland, A. M. (2020). A Meta-

Analytic Review of the relations between motivation and reading achievement for K–12

students. Review of Educational Research, 90(3), 420–456.

https://doi.org/10.3102/0034654320919352
Wang et al., 2020) Wang, X., Jia, L., & Jin, Y. (2020). Reading amount and reading strategy as

mediators of the effects of intrinsic and extrinsic reading motivation on reading

achievement. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.586346