CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Reading, one of the most fundamental building blocks of learning, is a process that requires the use of complex thought processes to interpret printed symbols as meaningful units, and to comprehend them as a thought unit in order to understand a printed message (Aina, Ogungbemi, Adigun, & Ogundipe, 2011, p. 1; Onuoha, Unegbu, & Umahi, 2013, p. 2). In other words, reading is a process of decoding symbols in order to derive or construct meaning. Reading is, therefore, vital for everyday activities of being better informed, sharpening and shaping the mind, rational and objective reasoning leading to greatness in life. Reading is also said to be an encapsulating process which is integrative in nature, and which affects the reader’s perceptual, cognitive, and affective domains (Oriogu 2013, p. 61). Simply put, reading is not just for school, it is for life! It is affirmed that humans are capable of transmitting knowledge to succeeding generations through reading. This confirms the assertion that success in school or any life endeavor is dependent on a good foundation in reading competence (Oriogu, 2013, p. 61).
Reading has been said to be the only form of entertainment that is also an essential life skill. Gentile (1976, p. 378) argues that “reading allows an individual the opportunity to grow and develop insights into life and the world at large. Thus, he is able to make effective decisions that lead to personal health and happiness”. Reading is one of the most rewarding pursuits in life and an art that is central to human development. Therefore, developing a reading culture is pertinent to success in life.
Reading culture is the process of building up a positive reading attitude. This is when reading becomes a part of the individual’s life and not only certain aspects, such as school or work. Phillip (2005, p. 1) affirms that reading is not just for the acquisition of literacy, but also for the cultivation of the habit of reading when he stated:
Giving someone literacy skills is like teaching a person to drive and giving them only a few drops of gas: the machine is perfect and the driving skills have been acquired, but it's not still an automatic skill because there is not enough practice Once the fuel is exhausted, the driving ability becomes useless and begins to deteriorate. With an improved reading culture, however, the person has a continuous supply of easily processed fuel, which allows the new driver to visit certain sites, enjoy driving and, ultimately, achieve limitless possibilities that he offers.
Reading culture is best developed in the formative years of the child. This is why reading should be a major part of the school curriculum and also, an instrument of thoroughly understanding the subject-matter of any school subject. Reading is one of the fundamental skills which students are expected to acquire through the process of schooling without which there would possibly be no other means of achieving academic success (Oyewole, 2017, p. 92).
However, this study is carried out on examination grade pursuit as a determinant of students reading attitude in the tertiary institutions.