The relationship between socio-affective factors and reading proficiency: Implications for tertiary reading instruction

Abstract

Research in the field of reading literacy has focussed predominantly on the foundation phase and primary and secondary levels. In addition, these studies in reading literacy are predominantly cognitive-oriented. As a result, information on academic reading at tertiary level is sparse; even more so with regard to socio-affective factors and students' reading proficiency. This paper explores the relationship between tertiary-level students' socio-affective profile and their reading proficiency. The Test of Academic Literacy Levels (TALL) was used to measure students' reading proficiency, and ANOVA tests were applied to analyse and yield data on students' reading background, reading habits, social literacy and several motivational components. The results and the data so obtained indicated a robust relationship between these socio-affective factors and students' reading proficiency. The paper discusses the research findings and their implications for instructing tertiary-level students in a way that would ensure successful academic reading.