Abstract
This study examined the relationship between adolescents’ reading attitudes and comprehension to better understand the interplay between affective and cognitive factors for students with varying reading abilities. A comprehension proficiency assessment and the Survey of Adolescent Reading Attitudes were administered to 202 ninth graders. Findings indicated moderate correlations between reading achievement and recreational print reading attitudes. Small correlations were found between both academic print and digital text attitudes and reading achievement. No correlations were found between recreational digital text attitudes and achievement, although students demonstrated the most positive attitudes toward recreational digital texts. Students who read on or above grade level demonstrated better attitudes toward recreational print, academic print, and academic digital texts than students who read below grade level. Implications for instruction and future research are discussed, including the need for further exploration of the association between reading achievement and incorporating pleasure reading into the English curriculum. Additionally, given the positive attitudes displayed by both on/above grade-level readers and below grade-level readers toward recreational digital texts, implications of the social nature of reading instruction are discussed.