Pupils can read better if they are motivated. This study aimed to determine the reading motivation of pupils in terms of challenges, curiosity, enjoyment, and recognition to find the respondents level of reading literacy and to determine the significant relationship between pupils reading motivation and reading literacy. The study was conducted in Lagonglong Central School in the Division of Misamis Oriental. A total of three hundred fifty-seven (357) pupils participated in this study through purposive universal sampling. An adapted and modified questionnaire was distributed to the respondents to gather the needed data on reading motivation while documentary analysis was utilized for the reading literacy of the learners. The study utilized descriptive correlational research design with the following statistical treatments used for the analysis and interpretation of data: Mean, Standard Deviation, Frequency, Percentage and Pearson Product Moment Correlation Coefficient. Results showed that pupils reading motivation on challenges, curiosity, enjoyment, and recognition were at a high level while their level of reading literacy is at Independent level. Moreover, pupils reading motivation was significantly correlated with reading literacy. It is recommended that teachers, parents, and stakeholders must help one another in implementing reading programs and activities for the pupils so that they will continue to improve their reading motivation and literacy levels.

Reading Motivation

Reading Literacy

Pupils