Reading perhaps is one of the most widely employed skills in existing educational forms. Grigg and Mann (2008) asserted that one of the crucial tools that need to be studied more and play an important role in establishing awareness and recreation is reading. This suggests that in order to access school curriculum and vocation effectively, students need to enhance their reading ability and reach mastery level in reading. According to Alderson (1984) in describing the process of reading, two significant factors are involved, namely a reader and a text. Among the reader factors, psychological factors are playing a crucial part in the process of reading. In educational system, psychological factors which have been widely acknowledged by the researchers could be viewed as an important element in assessing students’ academic failure (Lee and Shute, 2010; Zins, Bloodworth, Weissberg, and Wallberg, 2004).

However, in order to understand a myriad level of text, a reader performs a series of reading abilities. For instance, evaluating a text with appreciation and trying to understand a word, and making inferences to comprehend a text. Therefore, understanding of a text may vary between readers, because not only do they come from different motivation, but also their psychological perspective and purpose of reading are varied. Yazdanpanah (2007) specified that if an individual implements the psychological recourse correctly, they can comprehend a text successfully.

The study conducted by Sani and Zain (2011) examined three variables of readers’ attitude toward reading, selfefficacy, and their ability to read among different gender. The translated version of reading attitude questionnaire and reading comprehension tests were given to two hundred participants who were sixteen years old. The study reported that positive correlation exists between the variables, and self-efficacy has no difference among genders. Moreover, compared to boys, girls are reported to accomplish the process of comprehension significantly and have more promising attitudes toward reading.