As a basic research toestablish a new domain called 'Reading Grammar' from a practical grammar-orientedviewpoint, this study analyzed the actual states of future social members' reading andgrammar abilities and their awareness comprehensively and empirically through a surveyand a paper-and-pencil test. As a result of the survey, it was found that college students had a stronger awarenessthan high school students that a reading ability is important for a social life, whilethinking that having grammatical knowledge is related to a reading ability. Besides, theybelieved that explanations in combination of grammar and reading help them read booksbetter and showed a positive response toward the utility of reading grammar. The results of this paper-and-pencil test can be summarized as follows: Firstly, the meanscore of all the subjects for this test was 10.99 (3.194 standard variation) out ofpossible 20 points, which could be converted into 55 out of possible 100 points. Whenall the scores in each evaluation domain were converted on the basis of possible 100points, the score of their reading was 59.5 points on average, followed by their readinggrammar, 57.5 points and their grammar, 42 points which was the lowest. Secondly, thecorrelation coefficient(r) of reading grammar and grammar was .225, which indicates avery low correlation between them, and that of reading grammar and reading was .445,which indicates a weak correlation between them. As a result, this study discovered thatknowing grammar as knowledge only had a low correlation with reading, but grammarin combination of reading had a correlation with reading, although it was not strong enough. In other words, grammar is one thing, and reading is another, but since reading grammar shows a correlation with reading, the results of this study seem quite meaningful in establishing a future direction for grammar education.