Reading Comprehension Achievement Research Articles

Empowering ESP Students Through a Scientific Approach: Unveiling the Impact on Engagement and Reading Comprehension Achievement

This study is anchored in the constructivist theoretical perspective, which emphasizes the active role of learners in constructing knowledge through interaction and experience. It aims to investigate the efficacy of a scientific method in improving reading comprehension and student engagement among Informatics Study Program students at Universitas Jenderal Achmad Yani Cimahi, Indonesia. The study utilizes a mixed-methods research design to assess the effectiveness of traditional lecture methods and the scientific approach in enhancing reading achievement. The study was conducted at Universitas Jenderal Achmad Yani Cimahi in West Java and involved 68 second-semester students enrolled in the Informatics Study Program, with a specific focus on the English Practicum course. The results of the research found that the scientific approach led to better reading comprehension and higher engagement levels compared to traditional lectures. However, when comparing the two methods, the statistical analysis showed no significant difference between them, suggesting that the impact of the scientific approach may vary. The study also found the value of student-centered, evidence-based teaching methods for improving educational outcomes in English for Specific Purposes (ESP) settings. The study emphasizes the necessity of employing adaptable, empirically supported teaching methods to address a wide range of learning requirements and enhance educational achievements. Although the study has limitations that are specific to its environment and relies on data provided by the participants themselves, the findings strongly support a wider adoption of scientific approaches in teaching reading comprehension.

Problem Based Learning’s Effect in Understanding of Idioms Found on Agatha Christine's Novel at SMAN 1 Onanrunggu

The aims of this study are to assess student achievement in reading comprehension through the implementation of the problem-based learning (PBL) method and to determine whether this method has a significant impact on students’ achievements in understanding of idioms founds on Agatha Christine’s novel for 11th grade in SMA N 1 Onanrunggu. The research used experimental-quantitative design with the population is 11th grade students at SMA N 1 Onanrunggu, with has five parallel classes and total the students are 145. Two classes were selected as samples, namely XI MIPA 1 and XII MIPA 2, where XI MIPA 2 became a group of experiments taught using the problem based learning method, while XI Mipa 1 became a control group taught by the conventional method. The data collection used a double-choice test and data analysis used the t-test. The results of the study showed that there was an increase in student values from pre-test to post-test in the experimental group. Statistical analysis shows that t-observed values are greater than t-table values (2.5 > 2,000) at the significance level of 0.05. This indicates that the zero hypothesis (Ho) is rejected and the alternative hypotheses (Ha) are accepted. Thus, it can be concluded that the use of problem-based learning methods has a significant influence on student performance in reading comprehension. This conclusion confirms the positive and significant impact of the use of problem-based learning methods in the context of the reading comprehension of eleventh grade of SMA N 1 Onanrunggu.

A Comparison of Using Multiple Choice and Cloze Tests on Students’ Achievement in Reading Comprehension at Second Semester of English Department of FKIP Batanghari University

The purpose of the study was to find out the comparative achievement of multiple choice test and bracket test in reading comprehension in the second semester of the department of english, University of FKIP Batanghari. This study used a mixed method approach. The subject of the test would be second semester english students of FKIP Batanghari University. Data was collected through two instruments, which were a test and an interview. Based on the results of this study, the author found that students scored higher in the cloze test than in the multiple choice test. The result of the interview showed that the students preferred to answer the question in the cloze test than in the multiple choice question because they were easier to understand. These perceptions confirm the differences in student scores on the first research question. However, the result also showed that the multiple choice test is a better measure of students' reading comprehension. The students' impressions and opinions about the tests and their own performance were recorded and considered. Implications of results and recommendations further research is needed to obtain detailed and usable information to improve students' reading comprehension and achievement in the future.

THE INFLUENCES OF SCANNING STRATEGY AND READING INTEREST TOWARDS THE EIGHTH GRADE STUDENTS’ READING COMPREHENSION ON LABEL TEXTS OF PGRI JUNIOR HIGH SCHOOL 1 OF PALEMBANG

The writer used a strategy calls scanning strategy to solve students’ problems in reading comprehension. Scanning Strategy and reading interest give a significant influence on the students’ reading comprehension achievement especially for students who havea low reading interest. The teacher of English should be more creative to choose the technique for students.The main problem of this study was formulated as follows: ‘Was there any significant difference in reading comprehension achievement between the eighth grade students who had high reading interest taught by using scanning strategy and those who were taught by using conventional technique at Junior High School PGRI 1 of Palembang, was there any significant difference in reading comprehension achievement between the eighth grade students who had low reading interest taught by using scanning strategy and those who were taught by using conventional technique at Junior High School PGRI 1 of Palembang, was there any significant difference in reading comprehension achievement between the eighth grade students taught by using scanning strategy who had high and low reading interest at Junior High School PGRI 1 of Palembang, was there any significant difference in reading comprehension achievement between the eight grade students taught by using conventional technique who had high and low reading interest at Junior High School PGRI 1 of Palembang and were there any interaction effects of scanning strategy and students’ reading interest towards the eighth grade students’ reading comprehension achievement at Junior High School PGRI 1 of Palembang. This study used experimental research. method. The subjects of this study were eighth grade students of PGRI Junior High School 1 of Palembang. While the object of this research is the used 2 x 2 (two by two) factorial designs because there were two factors (Scanning Strategy and reading Interest) and two levels (low and High Reading Interest).

A mixed methods study of teachers’ use of feedback within middle school social studies classrooms to promote reading comprehension

BackgroundAlthough feedback is consistently shown to have a positive effect on student achievement, there is also large heterogeneity in effect based on a variety of factors including how teachers use it in the classroom. Understanding how teachers use feedback as part of their content area literacy instruction in inclusive middle school social studies classrooms is therefore a worthy object of investigation. AimsThis paper applies an explanatory-sequential mixed-methods design to an existing dataset. We leverage this dataset to first understand whether teachers' feedback use improved students' ability to read social studies texts with understanding and acquire social studies content knowledge from text. It then characterizes the feedback teachers used and draws conclusions on how feedback's form may have influenced its effect. SamplesQuantitative analysis included 8865 min of audio recorded classroom instruction from 28 teachers in the United States. Additionally, social studies knowledge acquisition and reading comprehension achievement measures were collected from 893 students. Qualitative analysis included 37 transcripts of audio recorded lessons (38–65 min each) from five randomly selected teachers. MethodsQuantitative analysis preceded qualitative. Quantitative analyses included coding of all 8865 min to determine presence of feedback found effective by Hattie and Timperley (2007). This coding was used in a fixed effects model to investigate the effect teacher feedback use had on student reading comprehension and knowledge acquisition outcomes. Qualitative analysis included a collective case study of patterns of feedback use. ResultsFeedback did not have a substantial association with scores on the content knowledge or reading comprehension measures. Teachers’ feedback patterns suggest they frequently missed opportunities to help students understand goals and self-regulate their behavior as they moved toward them. ConclusionsThe ineffective forms of feedback displayed by teachers likely reduced feedback's effect on student outcomes.

The Use of Blended Learning Based Flipped Classroom towards Students’ Reading Comprehension Achievement and Perspectives

The study conducted a profound exploration on the potential impacts of a blended learning-based flipped classroom method on students' reading comprehension and their perception towards it. The methodology used a quantitative quasi-experimental approach with purposive sampling in a state senior high school in Palembang. The process of collecting data involved the utilization of questionnaires, post-tests, and pre-tests. Either experimental and control class has 25 students. The test's reliability and validity were thoroughly examined through the employment of the Split-Half technique as well as the Aiken formula. Furthermore, in an effort to establish dependability for the questionnaire, Pearson Correlation testing methods were utilized. A comprehensive data analysis covered broad statistical areas including application of Shapiro-Wilk procedure, Levene Statistics test evaluating homogeneity characteristics, deployment of independent samples t-test and incorporation of Cohen's d in hypothesis validation procedures. Post intervention results from experimental group significantly indicated marked improvements in reading comprehension following hypothesis assessment. The alternative hypothesis (Ha) was thereby substantiated, leading to the rejection of the null hypothesis (H0). Additionally, students perceive the blended learning-based flipped classroom as an enjoyable teaching approach that enhances their engagement in the learning process and aids improvement in areas that require attention. These findings imply that implementing the blended learning-based flipped classroom could be a valuable resource for English teachers, offering advantages to students such as improved accessibility and readiness for reading comprehension learning.

USING COLLABORATIVE STRATEGIC READING (CSR) TO IMPROVE THE SECOND SEMESTER STUDENT OF MANAGEMENT STUDY PROGRAM IN UNIVERSITY OF 17 AUGUST 1945 BANYUWANGI

This aim of the study was to improve the the second semester student of management in university of 17 august 1945 banyuwangi using Collaborative Strategic Reading (CSR). CSR combines two instructional approaches: reading comprehension strategy instruction and cooperative learning. The research subjects were the students of second semester in management study program. This class was chosen because most of students had low score of reading comprehension achievement and could not achieve the passing grade. Passing grade of English subject was 75. The research design was classroom action research which covers planning, acting, observing and reflecting. In cycle 1 the result showed that 52% students were active in the first meeting and 68% in second meeting. Next, in cycle 2 the students’ involvement increased from 76% to 84%. It means that the result had met the standard requirement of process evaluation. Besides, the percentage of the students reading comprehension score in cycle 2 are higher than passing grade. The percentage of the students who got at least 75 in reading comprehension test had increased from 68% in cycle 1 to 76% in cycle 2. It means that second cycle had achieved the target score of this research. It can be concluded that CSR can improve students’ reading comprehension and students’ active participation.

Blended learning intervention on the students’ reading comprehension achievement with different personality traits

Reading is one of fundamental receptive skills that students should master in language acquisition. In fact, many students struggle in reading even they have mastered language acquisition. Non linguistics factor, for instance personality traits affects the student’s reading comprehension process. The research objectives are (1) to identify the effectiveness of blended learning and conventional learning instruction in improving EFL students’ reading comprehension with different personality traits and (2) to explore the differences in students’ impressions regarding integrating blended learning instruction in the EFL class. This research employs a mixed-methods approach. Sixty-six participants of SMA N 1 Pulau Morotai participated in this study as a sample. Research instruments utilize the Eysenck Personality Test (EPI) to determine students' personality types. The TOEFL prediction test is used in the reading comprehension test, and a semi-structural interview is used for the qualitative instrument. In addition, analyzing the data uses Independent T-test and N-Gain Interpretation Test. The descriptive method is utilized to analyze the qualitative data. The finding shows that the average learning outcomes of mix introverted-extroverted students who use blended learning were higher compared to those of mix introverted-extroverted students who use traditional learning models. Unfortunately, even though both had different learning outcomes, these learning models were generally regarded as ineffective due to the N-gain score being less than 40%. As seen from the interview result, blended learning models were regarded as multi-way instructional models that accommodated students' needs despite an inadequate internet connection, enhanced reading comprehension, fostered students' technological proficiency, and provided efficiency and adaptability.

The Impact of Small Group Interaction Techniques on Student Achievement in Reading Comprehension

Penelitian ini bertujuan untuk mengeksplorasi efektivitas pengajaran membaca dalam kurikulum bahasa Inggris di Universitas Nahdlatul Ulama Sidoarjo dengan menggunakan dua metode pengajaran yang berbeda: interaksi kelompok kecil dan metode konvensional. Pendekatan penelitian ini bersifat kuantitatif dengan fokus pada perbandingan kemampuan pemahaman membaca antara kelompok eksperimen dan kelompok kontrol. Studi ini menyelidiki apakah siswa yang diajarkan melalui interaksi kelompok kecil menunjukkan kemampuan membaca yang lebih unggul dibandingkan dengan mereka yang diajarkan menggunakan metode konvensional. Penelitian ini menggunakan pendekatan kuantitatif, mengungkapkan perbedaan yang signifikan dalam kemampuan pemahaman membaca secara keseluruhan. Nilai uji-t yang dihitung untuk pemahaman membaca umum adalah 7,85, melebihi nilai kritis p<.05 dengan uji satu sisi sebesar 1.671 (d.f.= 60). Berdasarkan analisis ini, dapat disimpulkan bahwa siswa di kelompok eksperimen menunjukkan keahlian yang lebih besar dibandingkan dengan mereka di kelompok kontrol, menunjukkan bahwa teknik interaksi kelompok kecil lebih efektif daripada metode konvensional di Universitas Nahdlatul Ulama Sidoarjo.

The Influence of Students’ Vocabulary Mastery Toward Their TOEFL Reading Comprehension Achievement

The vocabulary mastery becomes a support in learning the language. Vocabulary mastery as a trigger of someone’s achievement in TOEFL. The objective of this research is to measure the influence between the students’ vocabulary mastery toward their TOEFL Reading Comprehension achievement. The method used in this research was quantitative method. The design of this research was ex post facto design. The researcher used ex post facto design of this study to give the information about vocabulary mastery and TOEFL Reading Comprehension achievement. The result showed that the higher student’s vocabulary mastery, the higher TOEFL reading comprehension student will be. The result of calculation showed that in the significance degree of 0,05 it is obtained 0,324. By comparing the value of rx1x2 = 0,573 and ‘r’table = 0,324, the researcher makes an assumption that rx1x2 is bigger than ‘r’table 0,324 < 0,573. It can be concluded that there is significant positive influence between the students’ vocabulary mastery toward TOEFL Reading Comprehension achievement at the seventh semester students of English Department at Universitas Mayjen Sungkono in academic year of 2023/2024. It is hoped that in the future vocabulary learning will be further improved so that students can learn English more easily.

Exploring the influence of the Socrates Seminar Technique on anxiety, motivation, and reading comprehension in foreign learners of Turkish

This research aims to study the effects of the Socrates Seminar Technique on foreigners' Turkish learning anxiety, motivation, and reading comprehension skills. For this purpose, a pretest-posttest quasi-experimental design with a control group, which is one of the quantitative research methods, was used in this research. The study group of the research consists of 40 B2 level students learning Turkish at Bandırma Onyedi Eylül University, Turkish and Foreign Language Teaching Application and Research Center (BANÜ-TÖMER). To collect the research data, the Reading-Comprehension Achievement Test prepared by the researchers, the "Foreigners' Turkish Learning Anxiety Scale" designed by Sevim (2019a), and the "Motivation Scale for Learning Turkish as a Foreign Language" developed by Sevim (2019b) were used. Simple and predictive statistical methods were used to analyze data obtained via evaluation tools. After evaluating the findings obtained from the research, it was concluded that implementing the Socrates Seminar Technique in course activities led to increased reading comprehension achievement and enhanced motivation among students learning Turkish, while also reducing their anxiety levels associated with learning the language. Additionally, the study aims to provide concrete examples of course activities developed using the Socrates Seminar Technique in the realm of foreign language teaching. This study is intended to benefit both teachers and students, offering practical insights to enhance the teaching process in what is commonly perceived as a challenging domain.

The Influence of Learning Attitude and Learning Motivation on Reading Comprehension Achievement at SMPN 3 Pali

Penelitian dilakukan tentang pentingnya pembelajaran bahasa Inggris di Indonesia, khususnya berfokus pada sikap dan motivasi dalam pemahaman membaca di kalangan siswa SMP. Ini menyoroti kebutuhan akan kemahiran berbahasa Inggris di era globalisasi, dengan menekankan peran sikap positif dan motivasi dalam meningkatkan hasil pembelajaran. Studi ini mengidentifikasi berbagai tantangan yang dihadapi siswa, termasuk perbedaan sikap terhadap pembelajaran, kurangnya minat, dan pencapaian pemahaman membaca yang rendah. Secara metodologis, penelitian ini menggunakan metode deskriptif kuantitatif melalui kuesioner untuk mengumpulkan data tentang sikap dan motivasi siswa. Temuan menunjukkan pengaruh signifikan sikap dan motivasi terhadap pencapaian pemahaman membaca, menekankan pentingnya memupuk sikap pembelajaran dan motivasi yang positif di kalangan siswa. Namun, studi ini mengakui keterbatasan, termasuk fokusnya pada satu sekolah tertentu dan perlunya penyelidikan lebih lanjut tentang faktor-faktor yang mempengaruhi sikap dan motivasi siswa secara lebih luas.

The Effect of Pre-Questioning and Skimming Techniques on Students' Reading Comprehension Achievement of Narrative Text

In teaching and learning reading in English, the comprehension towards the material is the main goal. The reality shows that the majority of the students encounter many problems in comprehending English texts. This research aims to figure out the effectiveness of pre-questioning and skimming techniques on students’ reading comprehension achievement on narrative text. The research was conducted quantitatively with quasi experimental as the design for the research. The samples were two classes with each class consist of 20 students, the Twelfth Grade Students of Senior High School Darussalam Sengkubang, Kalimantan Barat, and Indonesia. The writer used t-test to analyze the data. The writer put side by side the scores between the divided two classes, experimental class and control class. Based on the calculation, it was found that tcount value is 2.1253 and ttable value is 1.99947. The result of the data showed that the score of the experimental group was 76 and the control group was 72. The findings indicated that that Pre- questioning technique and Skimming techniques gave positive effect on students’ reading comprehension achievement. Base on this research, the teachers can use pre-questioning and skimming techniques when they teach because it was effectively to use when teaching on students’ reading comprehension.Keywords: effect, pre-questioning technique, skimming technique, reading comprehension achievement, narrative

The Students’ Reading Comprehension Achievement and Perception Towards the Online Reading Material

The use of online reading materials to improve students’ reading comprehension achievement is highly recommended. Online reading is separate from reading printed texts since it involved reading digital content such as e-books, e-dictionaries, web pages, and online education. As a result, the study's objectives were to look into the use of online reading resources to help pupils enhance their reading comprehension and to determine whether there is a substantial mean difference between pupils who had been instructed utilizing online materials for reading compared to those who were not. The quasi-experimental design was employed to evaluate the pretest and posttest results in the experimental and control groups. The 70 students were selected and put into two groups on purpose. There were 35 pupils in the experimental group and 35 students in the control group. In addition, pretest, posttest and students’ perception were used to collect the data. The data were analyzed using the SPSS v.25 program and the t-test (paired sample t-test and independent sample t-test). The paired sample t-test result in the experimental group is 9,420> t-table (df=34) is 1.690 at 0.05 The significance threshold was 0.000 0.05, and the sig. (2-tailed) was 0.000 0.05. It was reasonable to establish that students' reading comprehension achievement improved significantly after being taught utilizing online reading materials at SMP Tri Dharma Palembang. Furthermore, the independent sample t-test result The resulting t-value is 20.075> t-table (df=68) is 1.667 at the significant threshold of 0.05 and sig. (2-tailed) is 0.000 0.05. It signifies that there was a statistically significant difference in mean comparing the experimental and control groups. The findings demonstrated that Online reading materials were useful in boosting students' reading comprehension achievement at SMP Tri Dharma Palembang in the academic year 2022/2023.

Effects of Extensive Reading Programme on Primary School Pupils’ Achievement in Reading Comprehension in Mangu LGA, Plateau State

This study sets out with the objectives to investigate the effects of extensive reading programme (ERP) on primary school pupils’ achievement in reading comprehension in Mangu LGA, Plateau State. Two sets of primary four pupils from different schools were used as experimental and control groups respectively. The population consisted of 215 pupils from two Public Primary Schools, Quasi-experimental research design was adopted to conduct the research using the non-equivalent control groups on the basis of using intact group. All conditions were similar in each group on reading comprehension with emphasis on vocabulary development, grammatical structure and the three comprehension approaches. Two instruments were use: the Standard story book and class Achievement Test (CAT) which was administered to the pupils’ before and after the treatment. Data collected were analyzed using the mean scores, standard deviation and t-test for independent sample. The results indicated that the experimental group performed significantly mean difference over the control group in their post-test in the area of vocabulary development, grammatical structure and the three comprehension approaches. It was therefore recommended that extensive reading should be considered an inevitable programme in the Public Primary Schools to improve their reading culture habit. Supplementary reading materials should be made available aside from the prescribed texts in all Public Primary Schools. Extensive reading programme was also recommended to be made compulsory on the school time table in order to ameliorate the reading challenges pupils have in Plateau state.

Instructional Materials Usage as Correlates of Reading Comprehension Achievement of Pupils with Dyslexia in Buea Sub Division, Cameroon.

The purpose of this study was to investigate the relationships between instructional materials usage, and reading comprehension achievement of pupils with dyslexia in Buea sub-division, Cameroon. The study adopted a correlational survey design. One research question and one null hypothesis guided the study. Twenty-one (21) primary five pupils with dyslexia were taken as the sample size. Two instruments were used for data collection; Instructional Materials Usage Scale (IMUS), and Reading Comprehension Achievement Test (RECAT). To ensure the face validity of the instruments, they were given to three experts from the Faculty of Education, University of Nigeria, Nsukka for validation. Cronbach Alpha was used to determine the internal consistency for instructional materials usage scale while Kuda’s Richardsons 20 was used to determine the internal consistency for reading comprehension achievement test. The instructional materials usage scale, and reading comprehension achievement test yielded an alpha of 0.85, and 0.78 respectively indicating that the instruments were reliable. The data collected were analyzed using simple linear analysis to answer the research question while regression ANOVA was used in testing the null hypothesis at 0.05 level of significance. The results of the study showed that there is a positive high relationship between instructional materials usage and reading comprehension achievement of pupils with dyslexia. Based on these findings, it was recommended among others that schools should be equipped with instructional materials to meet the reading needs of pupils with special needs in general and pupils with dyslexia in particular. The government should mandate professional bodies such as the Ministry of Basic Education, Regional Delegations of Basic Education, Divisional Delegations, and Inspectorates of Basic Education among others to organize seminars and conferences to train teachers on the effective usage of instructional materials to meet the needs of pupils with reading comprehension challenges. The limitation of the study is that the administration and collection of instruments might affect the results of the study since research assistants participated.

The effect of reading strategy use on online reading comprehension

In the current age, digital technology is rapidly changing daily routines, and young people today spend most of their time using various digital tools. Therefore, traditional reading of the printed page is being transformed into digital reading of online texts among students. Thus, online reading strategies have become crucial for their development in online reading performance. This study aimed to investigate the effects of online reading strategies used by lower secondary students on reading comprehension achievement. It conducted an online survey of reading strategies, involving three types of reading strategies, global, problem-solving, and support. The study recruited 4527 students at the lower secondary school level in Hungary. The study examined the students' attitudes toward literature and grammar in their native language (L1), use of online reading strategies, reading comprehension skills, and language arts achievement as well as examining the relations between them with various methods of analysis (descriptive/inferential, Rasch and path analyses). The findings demonstrated that the students' problem-solving strategies (from among the three reading strategies) exerted significant and positive impacts on reading comprehension. Additionally, the students’ attitudes toward L1 had a positively significant effect on their use of online reading strategies and language arts achievement and an indirect effect on reading comprehension skills. The study also found a significant relationship between language arts achievement and reading comprehension achievement. Therefore, this study is beneficial for language teachers in helping students improve reading comprehension skills.

The Impact of Microselection and Cooperative Script Strategies on EFL Preparatory School Students' Achievement in Reading Comprehension

This study aims at finding out the impact of Microselection (MS) and Cooperative Script (CS) on EFL students' achievement in reading comprehension (RC). To achieve the aim of the study, a quasi-experimental nonrandomized control group, pretest-posttest design is employed. Three groups are randomly selected from the fifth preparatory stage in Asma Preparatory School for Girls for the academic year (2021-2022) to represent the sample of the study which is (90) students. The three groups (each group consists of 30 students) are submitted to the same pretest in RC to ensure equivalence among groups. Then the first group is taught according to MS strategy, whereas the second group is taught according to CS strategy and the third one is taught according to the conventional method. After achieving the validity of the test, a pilot study is conducted to (30) students of the fifth preparatory stage /Ali Alhadi Secondary School for Girls. Then the three groups are subjected to the same achievement post-test in RC. The data are analysed statistically by using ANOVA. The results show that there are statistically significant differences between the two experimental groups and the control group in achievement post-tests of RC, in favour of the two experimental groups. The results also show that the second group taught according to CS strategy is better than the first group taught according to MS strategy.

Reading Strategies Used by 12 Graders in an EFL Context: A Correlational Study

This correlation study investigates three major strategies of cognitive, metacognitive, and socio-affective as the strategies that are generally applied in reading comprehension and reading achievement at secondary level in Indonesia. The participants were 127 of 12 graders. The reading strategy questionnaire adopted from Strategy Inventory for Language learning (SILL, ESL/EFL version 7.0) and reading comprehension test were the used instruments. Using one-way analysis of variance, the results reveal that there was significant correlation of metacognitive strategies and reading comprehension achievement but not with cognitive and socio-affective strategies. In addition, metacognitive was the most frequent strategies employed to reading comprehension.Keywords: reading strategies, comprehension, secondary level

The Relationship between Amharic Reading Self-concept and Reading Comprehension Achievement on Grade Seven Students

The general objective of this research was to investigate the relationship between Amharic reading self-concept and reading comprehension achievement. To achieve this objective, grade 7th students of Community School were selected usng purposive sampling technique. Data were collected using reading self-concept questionnaire and reading comprehension test. The data were analyzed using descriptive statistics, Pearson correlation coefficient and Simple linear Regression. The result of reading comprehension score showed that students’ reading comprehension level was very low. There was a statistically significant relationship (P= 0.010) which is found between the students’ reading self-concept and their reading comprehension achievement. Similarly, reading self-concept (P= 0.015) was found as the highest predictor of students’ reading comprehension achievement. From the findings, it was recommended that teachers should understand the relationship between reading self-concept and reading comprehension to improve their students’ reading comprehension achievements.