Performance in reading is affected by both academic and affective factors. If students are needed to perform well in reading, factors from both origins should be dealt with properly. The study used the RSPS (Reader self perception scale) to measure students' self perception as readers. Inter variable correlations have been observed significantly in the subscales, implying that they may impact students' reading performance. However, except the progress sub scale, the rest did not correlate with students' reading performance, referring that students may not have real perception of their reading achievement levels. Thus it could be concluded that students should be made engage in a variety of reading activities to enable them determine their reading performance level, which helps us make appropriate interventions. Since all the subscales on the RSPS correlate with one another, and Progress scale correlates with students' performance, all concerned bodies should work to raise them among students, so that reading performance is enhanced. Appropriate teaching procedures, when accompanied by proper handling of affective factors, reading performance is very likely to improve