Developing a reading habit among students in general basic education
DOI:
https://doi.org/10.61347/rien.v3i2.113Keywords:
Basic General Education, illustrated stories, motivation to read, reading comprehension, reading habitsAbstract
The development of reading habits is a fundamental process in academic education because it promotes comprehension, independent learning, and engagement in various areas of knowledge. The objective of this study was to analyze the development of reading habits among students in General Basic Education based on their perceptions and behaviors during activities using illustrated stories. A quantitative approach was employed, with a descriptive scope, a non-experimental design, and a cross-sectional study. Eleven sixth-grade students from the “Juan Amador” Educational Unit participated. Data were collected using a structured survey consisting of ten items on a Likert scale and an observation guide comprising eight indicators. The data were analyzed using frequencies and percentages. The results showed that 10 of the 11 students indicated that the images always or almost always helped them understand the stories, and the entire group felt that illustrated stories made reading more interesting. However, eight participants scored at a moderate level of active participation, and responses regarding interest in continuing to read other stories were mixed. It was concluded that illustrated stories were associated with favorable assessments of comprehension and interest during the activities, ongoing access to materials, teacher mediation, and family involvement.
Downloads
References
Altamura, L., Vargas, C., & Salmerón, L. (2023). Do new forms of reading pay off? A meta-analysis on the relationship between leisure digital reading habits and text comprehension. Review of Educational Research, 95(1), 53-88. https://doi.org/10.3102/00346543231216463 DOI: https://doi.org/10.3102/00346543231216463
Azhari, A., & Ramadan, Z. H. (2022). The intensity of visiting the school library as an indicator of students’ reading interest in elementary schools. International Journal of Elementary Education, 6(2), 290-296. https://doi.org/10.23887/ijee.v6i2.46584 DOI: https://doi.org/10.23887/ijee.v6i2.46584
Batič, J. (2021). Reading picture books in preschool and lower grades of primary school. Center for Educational Policy Studies Journal, 11(1), 9-26. https://doi.org/10.26529/cepsj.554 DOI: https://doi.org/10.26529/cepsj.554
Bozgün, K., & Akın-Kösterelioğlu, M. (2021). The roles of social-emotional development, academic grit and subjective well-being in primary school students’ reading-writing motivation. Reading Psychology, 42(8), 836-857. https://doi.org/10.1080/02702711.2021.1955782 DOI: https://doi.org/10.1080/02702711.2021.1955782
Çalışkan, E. F., & Ulaş, A. H. (2022). The effect of parent-involved reading activities on primary school students’ reading comprehension skills, reading motivation, and attitudes towards reading. International Electronic Journal of Elementary Education, 14(4), 509-524. https://doi.org/10.26822/iejee.2022.260 DOI: https://doi.org/10.26822/iejee.2022.260
Cubillos, M. (2023). A chip off the old block: Do reading-motivated parents raise reading-motivated children? Reading Research Quarterly, 58(4), 668-684. https://doi.org/10.1002/rrq.504 DOI: https://doi.org/10.1002/rrq.504
Denton, C. A., Hall, C., Cho, E., Cannon, G., Scammacca, N., & Wanzek, J. (2022). A meta-analysis of the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students. Learning and Individual Differences, 93, 102062. https://doi.org/10.1016/j.lindif.2021.102062 DOI: https://doi.org/10.1016/j.lindif.2021.102062
Hong, H. Y., & Lee, Y. H. (2023). Computer-supported knowledge building to enhance reading motivation and comprehension. British Journal of Educational Technology, 54(1), 375-393. https://doi.org/10.1111/bjet.13248 DOI: https://doi.org/10.1111/bjet.13248
Li, W., Kang, S., & Shao, Y. (2023). Development of the reading literacy questionnaire for EFL learners at primary schools. Frontiers in Psychology, 14, 1154076. https://doi.org/10.3389/fpsyg.2023.1154076 DOI: https://doi.org/10.3389/fpsyg.2023.1154076
Liu, S., Sui, Y., You, Z., Shi, J., Wang, Z., & Zhong, C. (2024). Reading better with AR or print picture books? A quasi-experiment on primary school students’ reading comprehension, story retelling and reading motivation. Education and Information Technologies, 29(9), 11625-11644. https://doi.org/10.1007/s10639-023-12231-4 DOI: https://doi.org/10.1007/s10639-023-12231-4
Maier, C., Thatcher, J. B., Grover, V., & Dwivedi, Y. K. (2023). Cross-sectional research: A critical perspective, use cases, and recommendations for IS research. International Journal of Information Management, 70. https://doi.org/10.1016/j.ijinfomgt.2023.102625 DOI: https://doi.org/10.1016/j.ijinfomgt.2023.102625
Ministerio de Educación. (2021). Política educativa para el fomento de la lectura “Juntos leemos”. https://acortar.link/t0enIo
Pramesti, M., & Cahyaningtyas, A. P. (2025). The effect of the illustrated storybook-assisted literacy approach on students’ reading comprehension ability in grade V. Edunesia, 6(3), 1448-1463. https://doi.org/10.51276/edu.v6i3.1316 DOI: https://doi.org/10.51276/edu.v6i3.1316
Prihantini, & Fauziyyah, H. M. (2023). Survey of reading interest of elementary school students towards picture story books: Recommend the role of school libraries in providing book collections. Journal of Education Research, 4(4), 2267-2280. https://doi.org/10.37985/jer.v4i4.612 DOI: https://doi.org/10.37985/jer.v4i4.612
Şimşek, E. E. (2024). The effect of augmented reality storybooks on the story comprehension and retelling of preschool children. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1459264 DOI: https://doi.org/10.3389/fpsyg.2024.1459264
Vaknin-Nusbaum, V., & Tuckwiller, E. D. (2023). Reading motivation, well-being and reading achievement in second grade students. Journal of Research in Reading, 46(1), 64-85. https://doi.org/10.1111/1467-9817.12414 DOI: https://doi.org/10.1111/1467-9817.12414
Vargas, C., Altamura, L., Blanco-Gandía, M. C., Gil, L., Mañá, A., Montagud, S., & Salmerón, L. (2024). Print and digital reading habits and comprehension in children with and without special education needs. Research in Developmental Disabilities, 146. https://doi.org/10.1016/j.ridd.2024.104675 DOI: https://doi.org/10.1016/j.ridd.2024.104675
Wine, L. D., Pribesh, S., Kimmel, S. C., Dickinson, G., & Church, A. P. (2023). Impact of school librarians on elementary student achievement in reading and mathematics: A propensity score analysis. Library & Information Science Research, 45(3). https://doi.org/10.1016/j.lisr.2023.101252 DOI: https://doi.org/10.1016/j.lisr.2023.101252
Xie, B., Dong, Y., & Yang, J. (2023). Investigation on picture books reading education in primary school: Taking H Province for example. Creative Education, 14, 961-971. https://doi.org/10.4236/ce.2023.145061 DOI: https://doi.org/10.4236/ce.2023.145061
Zucker, T. A., Oh, Y., Smith, K. C., & Baker-Finck, J. (2022). Low-income elementary students access to books and reading motivation. Reading Psychology, 43(3-4), 250-276. https://doi.org/10.1080/02702711.2022.2094040 DOI: https://doi.org/10.1080/02702711.2022.2094040
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Nayely Salomé Gualotuña Cando, Nelly Narcisa Correa Canteral
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
