CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Reading is a complex cognitive process of decoding symbols for the intention of deriving meaning (reading comprehension) and /or constructing meaning. It is the mastery of basic cognitive processes to the point where they are automatic so that attention is freed for the analysis of meaning. Reading is a means of language acquisition, of communication, and of sharing information and ideas. Like all language skills, it is complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continues practice, development and refinement (Wikipedia, 2006).

Among several conceptualizations of interest the most common are to consider interest as a state and/or as a disposition. It has also been demonstrated that interest has both cognitive and affective (emotional) components. Researchers also distinguish between individual and situational interest, with the former targeting personal interest and the latter focusing on creating appropriate environmental settings (Jenkins, 2004). Individual habit has been viewed as a relatively long-lasting predisposition to reengage with particular objects and events. Increased knowledge, value, and positive effect have been connected with individual habit. Pupils bring to their academic experience a network of individual interests, some similar to and some incompatible with classroom learning. Social categories such as gender and rare also function as individual interest factors that may affect classroom engagement (Douglas, 2006).