Reading logs, a reading motivation strategy characterized by reflective journaling, are not only critical in the development of reading comprehension but may also be instrumental in taking readers beyond the referential into the representational realms of language (Delarriva & Basabe, 2016). This quantitative study explored the effects of reading logs to the attitudes of Grade 7 Filipino students towards reading based on Mathewson's tripartite view of cognitive (perspectives and outlook), affective (feelings and emotions), and conative (actual behavior) attitude influence. Before the intervention, data showed that the students have a high level of agreement in the scale for cognitive and affective attitude and a middle level frequency for conative attitude. While there existed no significant difference between the students' cognitive and conative attitudes, their affective attitude was seen to have improved after four weeks of being engaged with reading logs. Results further indicate the potential of this strategy in increasing students' levels of pride towards reading and decreasing their negative self-concepts.