Original Research

Exploring relationships between reading attitudes, reading ability and academic performance amongst primary teacher trainees in Swaziland

Beatrice B.S. Lukhele
Reading & Writing | Vol 4, No 1 | a28 | DOI: https://doi.org/10.4102/rw.v4i1.28 | © 2013 Beatrice B.S. Lukhele | This work is licensed under CC Attribution 4.0
Submitted: 27 August 2012 | Published: 14 February 2013

About the author(s)

Beatrice B.S. Lukhele, Faculty of Education, Southern Africa Nazarene University,


In this research study, relationships between attitudes to reading, reading ability, vocabulary and academic performance were investigated. The data were gathered and triangulated from an attitude questionnaire, an author and magazine recognition test, as well as from reading comprehension and academic test performance of 84 first- and third-year students studying for a Primary Teacher’s Diploma at a College in Manzini, Swaziland. The results suggest that whilst there is no relationship between reading attitudes and reading ability, there is some relationship between reading ability and academic performance. The statistical analyses further indicate a relationship between reading and vocabulary ability of the participants. The findings have grave implications regarding attitudes to reading, reading ability and academic performance for a professional cadre that is expected to be influential in the academic lives of impressionable primary school children in an English as Second Language (ESL) context.


Reading attitudes; reading ability; academic performance


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