GRADE 7

This table shows the different attitudes of frustration readers that may affect their reading skills, the
said table has 25 respondents coming from Grade 7. The data implies that frustration readers has
positive and negative attitudes in reading. Out of 25 respondents, the researchers found out that
majority of them agreed on statement number seven using Likert Scale.

In addition, the study of Pachtman and Wilson (2006) stated that it is important for the readers to
be motivated for them to have the willingness to read. With this, it could help the reader to learn easier
if they are willing and motivated. This infer that frustration readers have the willingness to learn that
can help them to read easier.

On the other side, majority of the respondents disagreed in statement number twelve. It says that
the frustration readers According to Miscese Gaden (2007) stated that a reader requires to have proper
guidance from an adult or a proficient reader that can guide them through reading.

GRADE 8

This table shows the different attitudes of frustration readers that may affect their reading skills, the
said table has 25 respondents coming from Grade 8. The data implies that frustration readers has
positive and negative attitudes in reading. Out of 25 respondents, the researchers found out that
majority of them agreed on statement number nine using Likert Scale. It means that Grade 8 frustration
readers is willing to read something if the text is something interesting for them.

In addition, the study of asdfdghjkl (2009) stated that pupils are more likely to learn how to read
successfully if they enjoy reading and read as often as possible. Different pupils may enjoy reading
different kinds of texts such as Newspaper sports pages to recipes,Romantic novels,Detective stories,or
Biographies or they may not read much as all.

On the other side, majority of the respondents disagreed in statement number six. It says that the
frustration readers According to Timothy Shanahan (2018) stated that no one should rejects the idea
that complex texts or complicated stories is harder to read and understand than simple texts. The
Researchers concluded that shorter texts tend to be easier to recognize than the longer one.

GRADE 9

This table shows the different attitudes of frustration readers that may affect their reading skills, the
said table has 25 respondents coming from Grade 9. The data implies that frustration readers has
positive and negative attitudes in reading. Out of 25 respondents, the researchers found out that
majority of them agreed on statement number nine using Likert Scale. It means that Grade 9 frustration
readers is willing to read something if the text is something interesting for them.

In addition, the study of Johns J.L. (1984) stated that students in various stages of learning to read
do their best to make sense of their instruction; however, they may develop understandings about
reading that blockade their progress or make the task of reading a somewhat unexplainable.
 On the other side, majority of the respondents disagreed in statement number four. It says that the
frustration readers According to Magda Majewska (2014) stated that schools should avoid forcing
children to compulsory reading and instead show them that reading is a nice, pleasurable activity.

GRADE 10

This table shows the different attitudes of frustration readers that may affect their reading skills, the
said table has 25 respondents coming from Grade 8. The data implies that frustration readers has
positive and negative attitudes in reading. Out of 25 respondents, the researchers found out that
majority of them agreed on statement number four using Likert Scale.

However, the study of miller 2000 does not match on the table presented. The suidy stated that student
have strong interest in what they read they can enhanced their reading ability in order to become
effective reader.

On the other side, majority of the respondents disagreed in statement number twelve. It says that
the frustration readers According to Guthrie and Wigfield (2000) stated that in order to understand in
reading they must have the skills and willingness to read. In order to develop into effective readers.