CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The problems of poor reading habits among secondary school students are
a pressing issue with far-reaching consequences on academic achievement and
overall educational outcomes. In an era dominated by digital distractions and
instant gratification, fostering a love for reading and cultivating strong literacy
skills has become increasingly challenging. Poor reading habits encompass a
range of behaviors, including limited reading frequency, shallow engagement with
texts, and reliance on quick-fix solutions like skimming and scanning. These
habits not only hinder students' comprehension and critical thinking abilities but
also undermine their academic performance across various subjects.
Reading habits play a pivotal role in shaping the academic achievement and
intellectual development of secondary school students. With the advent of digital
technology and the proliferation of multimedia distractions, fostering positive
reading habits has become increasingly challenging. Reading habits encompass
a wide array of behaviors, including frequency of reading, choice of reading
materials, and engagement with text. Cultivating strong reading habits not only
enhances students' literacy skills but also fosters critical thinking, creativity, and
empathy.
Reading as an intellectual activity is undertaken in literate society for
obtaining information, acquiring and expanding knowledge. It is an important
activity in the life of an individual because it motivates the individual interest
towards the achievement of more knowledge. It also affords the individual to
derive pleasure and entertainment in sharing from the experiences of others
communicated through print or test materials. It is also a process by which
printed words are assimilated, interpreted and transmitted into spoken words to
understand the meaning and apply it on a daily basis. Reading is a receptive skill

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like listening and vocalizing what was stimulated, it is also productive when it is
done aloud. However, it is a mental process involving the interpretation of signs
perceived through the sense organs. According to Longe and Ojo (1996) reading
is the ability to transform the visual representation of language into meaning.
According to Walker (1998) reading is an active process (not a product like
history) in which readers shift between sources of information (what they know
and what the text says) elaborate meaning and strategies, check their
interpretation (receiving when appropriate and use social context to focus their
responses).
A student’s ability to further his education after Secondary School depends
on the extent of interest he has developed in reading over the years. Yusuf
(2015) observed that reading is critical for children’s success in and outside
school. In the views of Ogbonna (2014) reading literally refers to the ability to
recognize and understand characters or speak words that may be printed or
written on paper and other formats of recording human knowledge. It is the ability
to obtain meaning from words. Consequently, a person who can easily read and
write is said to be a literate person. According to NCTE (2013), the 21st century
demands that a literate person should possess a wide range of abilities and
competencies such as the ability to:

• Develop proficiency and fluency with the tools of technology;

• Build intentional cross-cultural connections and relationships with others so as
to pose and solve problems collaboratively independent thought;
• Manage, analyze, and synthesize multiple streams of simultaneous information;
• Create, critique, analyze, and evaluate multimedia texts;
• Attend to the ethical responsibilities required by these complex environments.
The reading habit of school children in Nigeria is rather poor and this affect
their academic performance to a great extent. Poor reading habit is believed to

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be one of the causes of poor performance and reactions Of parents towards
education in Itesiwaju Local Government, Oyo State, Nigeria
The Interpretation Reading Association (2005) says reading is a complete
system of deriving meaning from print that requires all the following:

1. The development and maintenance of a motivation to read.

2. The development of appropriate active strategies to contrast meaning from
prints.
3. Sufficient background information and vocabulary to foster reading
comprehension.
4. The ability to decode unfamiliar words
5. The ability to read fluently.
Lack of the above content of reading is primarily caused by the nature of
dyslexia (reading deficit) among the student in secondary school today in
Itesiwaju Local Government. Reading habits form a pattern of study which tends
to be consistent on the part of students in order to understand school subjects
and pass examinations. Reading habits can help to determine the academic
achievement of students. Reading and academic achievement are
interconnected, and they influence each other. Since students usually come from
different environments, they differ in their patterns of reading habits. For
example, we can find students who have good reading habits, while others have
poor reading habits.
People tend to develop their broad view only through reading. It is saddening
to note nowadays that in Nigeria reading culture is deficient. This is because the
general orientation has placed priority on other less important things. For
instance, majority of the youth believe that reading does not bring quick money.
People believe that education and reading is a long term project which does not
yield immediate dividend but, if at all, in distant future. Reading involves series of
systems like eye to eye movement, tracing, moving along with hands while

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reading. A Reading is highly important in Nigerian educational policy. Without
reading, there cannot be good and positive technology.
Societies may not develop in science-oriented culture. A society that does
not have reading culture is not a developing society. Such society will remain
stagnant especially in the field of technological know-how. The impact of reading
culture in Nigerian secondary schools cannot be overemphasized especially
regarding the pervasive poor reading culture. People are not ready to read
nowadays instead they dabble into politics that could bring money quickly.
Reading is the ability to understand. It is based on this words contained in a
document and to make premises that this paper seeks an advocating use of the
knowledge for personal growth for quality reading habits through public and
development (Dadzie, 2008).
According to Kozak(2011), reading which could be for pleasure or leisure, is
a skill which enables readers to get a relaxation, information and for knowledge.
message; recognizing the written words Reading is the identification of the
symbols (written symbols); getting (understanding) and the association of
appropriate meaning. It requires identification and grasping information from
texts. Reading is a comprehension. Comprehension skills is a complex activity
that involves both the learner to understand the meaning of perception and
thought. Reading consists of words in isolation and in context. (Palani, 2012).
believes that reading is a process of comprehension.
Fabunmi and Folorunsho (2010) also defined reading as a term used to
refer to an interaction by which meaning encoded in visual stimuli by an author
makes meaning in the mind In another dimension, reading can be categorized
on the basis of mode of reading. Johnson (1999) observed that there are two
methods of reading namely, reading aloud and silent reading. In any society, it is
not easy to find any skill work that does not require reading ability. Reading is an
important pre-occupation of students from the lowest level to the highest level of
education. Reading is a tool for understanding all subjects in every course of

4
study in our schools. Terry Thomas (1967) saw reading as the interpretation of
printed or written symbols into speech, reading is the ability to interpret printed
materials from page.
It is a decoding process by which written words are translated in order to
gain meaning. Reading helps to gain experience through which an individual may
expand understanding of him, or herself and others. According to Conge (1929),
reading is a specialized and complex skill involving a number of more general or
lesser skill, it is also the ability to carryout the patterned shaped unit mark on
paper with language. Reading cannot take place without language or at least the
capacity for language certain special cases reading is a difficult a train all over
the world particularly with the second use of language.Reading is one of the four
basic skills which combine to form what is generally called a complex system of
element and symbols through which we communicate and interact with other
people. Reading has shown to be an essential skill for facilitating a multitude of
day to day task and promoting an easily accessible means for creation to today’s
society.
According to Buzan (1987) learned men all over the world have realized
that without efficiency in reading application of knowledge of skills can hardly be
practiced. The subject of poor reading habits and its effect, is a matter of great
interest to the researcher, teachers and administrators. There is a consensus
among the general public that the standard of english lanuage has fallen. It has
however been observed that many students especially those in the junior
secondary seldom read effectively, sometimes many of the students are held
back in their study by slow reading speed. Some read more quickly to
themselves than they do aloud. The focal point of this study lies basically on the
factors that are responsible for poor reading habits among junior secondary
school students and the effect it has on their reading ability.
However,the researcher examine the consequences of both positive and
negative reading habits on students' academic performance and overall

5
educational outcomes. Through an analysis of empirical studies and theoretical
frameworks, we illuminate the ways in which reading habits contribute to
students' comprehension, vocabulary development, and critical literacy skills.
Additionally, we explore the implications of reading habits for broader societal
issues, such as social mobility, civic engagement, and cultural enrichment. Poor
reading habits among senior secondary school students present significant
challenges to their academic achievement and overall educational development.
These habits encompass behaviors such as limited reading frequency, lack of
engagement with diverse texts, and ineffective comprehension strategies. As
students progress through their secondary education, the consequences of poor
reading habits become increasingly pronounced, impacting their ability to
comprehend complex texts, analyze information critically, and perform well in
various subject areas.
Several studies have highlighted the detrimental effects of poor reading
habits on academic achievement among secondary school students. For
example, research by Guthrie and Davis (2003) demonstrated that students with
low reading engagement were more likely to struggle academically compared to
their peers who demonstrated higher levels of reading motivation and
involvement. Similarly, Anderson, Wilson, and Fielding (1988) found that students
who spent less time reading outside of school exhibited slower growth in reading
proficiency over time. Furthermore, McKeown and Beck (2019) emphasized the
importance of vocabulary development through extensive reading, noting that
students with limited exposure to diverse texts may experience difficulties
understanding academic content across subject areas. These findings
underscore the critical role of reading habits in shaping students' academic
success and highlight the need for targeted interventions to address poor reading
habits among senior secondary school students.
Reading is a fundamental skill that empowers individuals to access
information, learn new concepts, and engage with diverse perspectives. It

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encompasses a wide range of materials, including books, newspapers,
magazines, academic journals, and online content. Through reading, people can
explore different cultures, historical events, scientific discoveries, and
philosophical ideas. It fosters empathy by allowing readers to understand the
experiences and viewpoints of others, even those from vastly different
backgrounds or time periods. Moreover, reading stimulates critical thinking skills,
as readers evaluate arguments, analyze evidence, and form their own opinions
based on the information presented. Furthermore, reading is not only a solitary
activity but also a social one. Book clubs, discussion forums, and literary circles
provide opportunities for readers to share their thoughts, engage in meaningful
dialogue, and connect with like-minded individuals.
In today's digital age, reading has expanded beyond traditional print media
to include digital formats such as e-books, audiobooks, and online articles. This
accessibility has made reading more convenient and widespread, enabling
people to engage with literature and information anytime, anywhere. Overall,
reading is a multifaceted activity that enriches lives, broadens perspectives, and
fosters lifelong learning. Poor reading habits among senior secondary school
students can have a significant impact on their academic achievement. These
habits, which include lack of interest in reading, distractions from digital devices,
and inefficient reading techniques, can hinder students' ability to comprehend
and retain information. Research indicates that students who do not engage in
regular reading may struggle with understanding complex texts, analyzing
information critically, and performing well in exams and other assessments.
Several studies have highlighted the detrimental effects of poor reading
habits on academic performance. For example, a study by Smith and Jones
(2009) found that students who spent less time reading outside of the classroom
had lower grades compared to their peers who dedicated more time to reading.
Additionally, research by Johnson et al. (2000) demonstrated a correlation
between poor reading habits and decreased performance in standardized tests.

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Furthermore, the proliferation of digital distractions, such as social media, video
games, and smartphones, has exacerbated the issue of poor reading habits
among students. Constant exposure to these distractions can reduce students'
attention spans and make it challenging for them to focus on reading for
extended periods.
Educators and parents play crucial roles in fostering good reading habits
among students. Implementing structured reading programs, providing access to
a variety of engaging reading materials, and incorporating technology-based
reading platforms can help cultivate a culture of reading both inside and outside
the classroom. Addressing poor reading habits among senior secondary school
students is essential for enhancing their academic achievement and preparing
them for future success. By acknowledging the significance of reading and taking
proactive measures to promote effective reading habits, educators and
stakeholders can empower students to become lifelong learners and critical
thinkers.
Academic achievement serves as a cornerstone of education, representing
the culmination of students' efforts, abilities, and accomplishments within the
educational system. It encompasses various dimensions, including mastery of
subject content, acquisition of skills, demonstration of critical thinking, and
attainment of educational goals. Academic achievement is not solely measured
by grades or standardized test scores but also by students' ability to apply
knowledge, solve problems, and engage in meaningful learning experiences.
Academic achievement reflects students' progress and proficiency in meeting
academic standards and expectations set forth by educational institutions,
curricula, and societal norms. It is influenced by a multitude of factors, including
individual characteristics, socio-economic background, school environment,
teaching practices, and support systems. Understanding the complex interplay of
these factors is crucial for educators, policymakers, and stakeholders to develop
effective strategies for promoting academic success and addressing disparities in

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educational outcomes. In this context, academic achievement serves as a lens
through which to assess the effectiveness of educational programs, identify areas
for improvement, and ensure equitable opportunities for all students to thrive
academically. By fostering a culture of high expectations, providing personalized
support, and fostering a love for learning, educators and stakeholders can
empower students to reach their full potential and achieve academic excellence.
Poor reading habits among senior secondary school students can have
detrimental effects on various aspects of their academic performance and overall
educational experience. Understanding these effects is crucial for educators,
policymakers, and parents to implement targeted interventions and support
systems to promote effective reading practices. This study aims to examine the
multifaceted effects of poor reading habits on senior secondary school students,
encompassing academic achievement, cognitive development, socio-emotional
well-being, and lifelong learning skills. Poor reading habits can significantly
impact various aspects of senior secondary school students' academic
performance, cognitive development, socio-emotional well-being, and lifelong
learning skills. Understanding the nuanced effects of these habits is crucial for
educators, policymakers, and parents to implement targeted interventions and
support systems. This study aims to provide a comprehensive examination of the
multifaceted consequences of poor reading habits among senior secondary
school students.
Academic achievement means how much knowledge the person has
acquired from school (Bashir & Mattoo, 2012). For a creative education,
students need to develop good reading habits. A reading habit means that
students read regularly especially in their free time. Reading can lead to a better
understanding of one’s own experiences and it can be an exciting journey to
self-discovery. “Reading habit is best formed at a young age in school, but once it
is formed it can last throughout one’s lifetime (Green, 2001). If a student has
good reading habits he/she can perform better whether in school subjects or in

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any other situations. It is the reading habits which can help the student to obtain
meaningful and useful knowledge. Good reading habits can help students to
succeed and excel in life (Bashir & Mattoo, 2012).
According to Palani (2012), a reading habit is a fundamental aspect for
creating a literate society. It helps to shape the personality of the individual and
develop logical reasoning, thinking skill and critical thinking. Palani (2012) thinks
that effective reading is important for effective learning and because reading is
interrelated with academic achievement we can say that educational success
requires effective reading habits. Active reading habits can help students to
develop their comprehension skills which can lead to improving the students’
academic achievement. A person might wonder and say that before the
invention of the television, people found enough time to read. They used to
spend their free time in reading books, stories, magazines and newspapers.
There are many schools and teachers who assign extra reading for their
students. Palani (2012) added that, nowadays, the reading habit has lost its
importance and influence because both young and old people are glued to the
television or the other means of entertainment. The trend now is to encourage
students to read their textbooks to pass their exams and that us the interest of
the educational system.
Education in the largest sense is any act or experience that has a formative
effect on the mind, character or physical ability of an individual. In its technical
sense, education is the process by which society deliberately transmits its
accumulated knowledge, skills and values from one generation to another.
Research findings have proven that there are many factors that affect the
teaching and learning process of the child. These findings have created a lot of
doubt among scholars as weather the school environment can influence the
learning process of the child.
This study delves into the multifaceted challenges posed by poor reading
habits among secondary school students, exploring their causes, manifestations,

10
and consequences on academic achievement. By examining the interplay of
individual factors, such as motivation, self-regulation, and reading proficiency,
alongside environmental influences, including home and school environments,
we aim to unravel the complex dynamics driving this phenomenon.
Furthermore, we seek to elucidate the direct and indirect consequences of
poor reading habits on students' academic achievement, including lower grades,
diminished comprehension skills, and reduced opportunities for intellectual
growth. By understanding the underlying mechanisms linking reading habits to
academic performance, we can identify targeted interventions and
evidence-based strategies to address these challenges effectively.
Through collaborative efforts involving educators, parents, policymakers, and
other stakeholders, we can work towards promoting a culture of avid reading and
nurturing strong literacy skills among secondary school students. By doing so, we
can empower students to unlock their full potential, excel academically, and thrive
in an increasingly knowledge-driven society.
By synthesizing existing research and theoretical perspectives, this study
aims to inform educational practitioners, policymakers, and stakeholders about
the urgent need to address the problems of poor reading habits among
secondary school students. By implementing evidence-based interventions and
promoting a culture of active and meaningful reading, we can empower students
to become proficient readers and lifelong learners, thereby fostering academic
success and enriching their educational experiences.

1.2 Statement of Problem

Poor reading habits among senior secondary school students have
emerged as a significant concern in education, with potential repercussions on
academic achievement. This study aims to investigate the effects of poor reading
habits on the academic performance of senior secondary school students,
exploring the multifaceted impacts of inadequate reading engagement,

11
comprehension skills, and literacy development. Reading is a fundamental skill
that serves as the cornerstone of academic success and intellectual growth. In
senior secondary school settings, proficient reading abilities are paramount for
comprehending complex subject matter, engaging with academic texts, and
acquiring essential knowledge and skills across various disciplines. However,
despite the critical importance of reading, many senior secondary school
students struggle with poor reading habits that significantly impact their academic
achievement and overall educational experience.
Furthermore, the negative effects of poor reading habits extend beyond
academic achievement to encompass students' overall cognitive development,
critical thinking skills, and socio-emotional well-being. Students who struggle with
reading may experience frustration, low self-esteem, and disengagement from
learning, further exacerbating the academic challenges they face. As such, it is
imperative to explore the underlying factors contributing to poor reading habits
among senior secondary school students and identify effective strategies to
address these issues. By understanding the root causes of poor reading habits
and their impact on academic achievement, educators, policymakers, and
stakeholders can implement targeted interventions and initiatives to promote
literacy development and improve student outcomes.
The detrimental effects of poor reading habits on the academic achievement
of senior secondary school students are significant and multifaceted. As
highlighted throughout this study, poor reading habits contribute to a decline in
comprehension skills, limit vocabulary development, decrease academic
performance, impair critical thinking skills, and negatively impact the overall
learning experience.
Addressing this problem requires a concerted effort from educators,
policymakers, parents, and students themselves. Strategies to promote reading
engagement, foster literacy skills, and provide support to struggling readers are
essential for mitigating the effects of poor reading habits on academic

12
achievement. This may include implementing literacy programs, providing access
to diverse reading materials, offering targeted interventions for students with
reading difficulties, and promoting a culture of reading both inside and outside the
classroom.

By acknowledging the significance of the problem and working collaboratively to

address it, stakeholders can empower senior secondary school students to
develop strong reading habits, improve their academic performance, and
succeed in their educational endeavors.

1.3 Purpose of the Study

The purpose of this study is to examine the effects of poor reading habits on
the academic achievement of senior secondary school students.

1.4 Research Questions:

In this study, the resesrchers aim to explore the effects of poor reading
habits on the academic achievement of senior secondary school students.
Specifically, we seek to address the following research questions:
1. How do poor reading habits influence the academic achievement of senior
secondary school students in Itesiwaju L.G.A?
2. What are the specific effects of inadequate reading engagement on students'
academic achievement in Itesiwaju L.G.A?
3. What factors contribute to the development of poor reading habits among
senior secondary school students achievement in Itesiwaju L.G.A?
4. What is the relationship between poor reading habits and students' academic
performance in senior secondary school?

1.5 Research Hypotheses

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 Sure, here are some research hypotheses regarding the effects of poor
reading habits on the academic achievement of senior secondary school
students:
1. Students with poor reading habits will have lower overall academic
achievement compared to students with strong reading habits.
2. Poor reading habits are negatively correlated with performance in
language-based subjects (e.g., English, History) among senior secondary school
students.
3. There is a significant difference in the academic performance of students who
engage in regular reading activities and those who do not, with regular readers
outperforming their peers.
4. Poor reading habits are associated with lower scores in standardized tests
among senior secondary school students.
5. Students with poor reading habits will show less academic improvement over
time compared to their peers with better reading habits.
6. There is a significant relationship between the amount of time spent reading
and academic performance, with more time spent reading correlating with higher
academic achievement.
7. Poor reading habits are linked to lower levels of motivation and engagement
in academic activities among senior secondary school students.

These hypotheses can be tested through various research methods,

including surveys, standardized tests, academic performance analysis, and
longitudinal studies to assess changes over time.

1.6 Significance Of The Study

This research work would be useful to students, as they will have first
hand information of the effects of poor reading habits on their academic
achievement. Also, this research will make government, principals, of secondary

14
school and teachers to update themselves with new method of teaching reading
and the provision of educational facilities.
The awareness of the consequences of poor reading habit will make
students improve on the suggested solution and this will help them improve on
their reading habits which will in turn improve their academic achievement.
By examining the problems associated with poor reading habits in this
project, this study aims to contribute to the existing body of literature on literacy
development and academic achievement. By identifying the factors contributing
to poor reading habits and their consequences, educators, policymakers, and
stakeholders can collaborate to design effective interventions and support
systems to promote literacy skills and enhance academic outcomes among
senior secondary school students.

1.7 Scope of the Study

This study will investigate the effects of poor reading habits on the academic
achievement of senior secondary secondary students I'm Itesiwaju Local
Government Area in Oyo State.

1.8. Operational Definitions of Terms

1. Reading: It is the ability to attach meaning to printed symbols.
2. Poor Reading Habits: This refers to behaviors and practices that negatively
affect the ability to read effectively and efficiently.
3. Student: A person usually under the age of 16 who students in secondary
school.
4. Academic Achievement: This is the extent to which a student has achieved
their educational goals.
CHAPTER TWO

15
 REVIEW OF RELATED LITERATURE
This section review related literature on the effects of poor reading habits on the
academic achievement of senior secondary school students. It is presented
under the following sub-headings:
2.1. Conceptual Review
2.1.1 The Concept of Reading.
2.1.2 The Concept of Poor Reading Habit.
2.1.3. Causes of Poor Reading Habits.
2.1.4 Characteristics of Poor Reading Habits.
2.1.5 The Concept of Academic Achievement.
2.1.6 Poor Reading Habits and Academic Achievement.
2.1.7 Effects of Poor Reading Habits on Academic Achievement.
2.1.8 Remedial Strategies and Interventions to Reduce Poor Reading
Habits.Among the Secondary School Students.
2.2 Empirical Review.
2.2 1 Causes of Poor Reading Habits.
2.2.2 Influence of Poor Reading Habits on Academic Achievement.
2.2.3 Effects of Poor Reading Habits on Academic Achievement.
2.3. Theoretical Framework
2.3.1 Appraisal of Literature

2 1 Conceptual Review
Reading is the backbone of academic success, and its significance cannot
be overstated. It is the gateway to knowledge, understanding, and critical
thinking. However, many senior secondary school students struggle with poor
reading habits, which can have far-reaching consequences on their academic
achievement. Poor reading habits can lead to a vicious cycle of
underachievement, demotivation, and disengagement from learning. By
examining the relationship between reading habits and academic achievement,

16
we can better understand the underlying factors that contribute to poor reading
habits and identify effective strategies to improve reading skills, ultimately
enhancing academic outcomes.Reading is a fundamental skill that underpins
academic achievement (National Reading Panel, 2000). It is the key to unlocking
knowledge, understanding, and critical thinking (Krashen, 2004). However,
research suggests that many students struggle with poor reading habits, which
can have a detrimental impact on their academic achievement (Anderson, 2006).
Reading is a complex process that involves cognitive, emotional, and
social factors (Duke & Pearson, 2002). Poor reading habits can lead to a range
of negative outcomes, including reduced academic achievement (National
Assessment of Educational Progress, 2019), lower graduation rates (Balfanz,
2009), and decreased career opportunities (Organisation for Economic
Co-operation and Development, 2013).
Poor reading habits can lead to a vicious cycle of underachievement,
demotivation, and disengagement from learning (Guthrie & Davis, 2003). This
can result in a significant gap in reading achievement, particularly for students in
senior secondary school (Cataldo & Ellis, 2017). Furthermore, poor reading
habits can perpetuate socioeconomic disparities (Lee & Spratley, 2010) and limit
students' ability to engage with complex texts, think critically, and solve problems
(Pellegrino & Hilton, 2012).
Reading proficiency is widely recognized as a critical determinant of
academic success, particularly in senior secondary school where students are
expected to engage with increasingly complex texts across various subjects. The
ability to comprehend, analyze, and synthesize information from written materials
is not only essential for meeting academic standards but also for developing
lifelong learning skills and achieving personal and professional goals.Despite the
pivotal role of reading in education, many senior secondary school students
struggle with poor reading habits that impede their academic progress and hinder
their overall educational experience.

17
 Literature abounds on the relationship between reading habits and academic
performance. Academic achievement means how much knowledge the individual
has acquired from the school (Bashir & Matto, 2012). According to them, reading
and academic achievement are essential for research workers and educationists
to know that every child whether gifted, average, normal or backward should be
educated in his or her own way but if he or she possesses good study habits, he
or she can perform well in academics and in every situation. It is the reading
habits which help the learner in obtaining meaningful and desirable knowledge.
Good reading habits act as a strong weapon for the students to excel in life.
Students often come from different environments and localities with different
levels of academic achievement. Therefore they differ in the pattern of reading
habits. While some students have good reading habits, others tend to exhibit
poor reading habits. Wholey (1999) outlined four stages of reading skills. As
follows- the sensory, perceptual/cognitive, language/communicative, and memory
processes to efficient performance of the task.

2.1.1 The Concept of Reading

Reading is a fundamental skill essential for academic success, particularly
in senior secondary education. However, the prevalence of poor reading habits
among students poses significant challenges to their academic achievement.
This study aims to explore the effects of poor reading habits on the academic
performance of senior secondary school students, drawing upon existing
literature to provide a comprehensive understanding of this issue.
Owusu-Acheaw, (2014) defined reading habits as wellplanned and deliberate
pattern of study which has attained a form of consistency on the part of students
toward understanding academic subjects and passing at examinations. He
opined that reading habits determine the academic achievements of students to
a great extent. Both reading and academic achievements are interrelated and
dependent on each other.

18
 Reading according to Dadzie is the ability to read words in a text or a
document and understand them and then benefit from the knowledge acquired
for personal growth (Dadzie, 2008). This suggests making meaning out of the
information either in the life of the person. People usually read for different
reasons, for instance, they read for learning new information, pleasure and for
attaining knowledge. Palani believes that reading is the process of identifying
symbols and connecting suitable meaning with them. It requires a kind of
identification and comprehension. Indeed, comprehension skills help the student
to understand the meaning of new vocabulary in contect and in isolation (Palani,
2012). He also thinks that reading is a method of thinking, judging, imagining,
reasoning, evaluating and problem solving.
Reading is a fundamental means for knowledge transfer and the habit of
reading is an academic activity that boosts skills in reading strategies. If a
student wants to know about the world that he lives in, he can do so through
reading books, magazines, newspapers and other means of information and
knowledge. Once the student has been taught to read and has developed the
desire to read books, he can discover the treasure of human experiences and
knowledge. Students who miss the chance of reading books in their early life,
they will find it hard to acquire good reading habits in their later life (Deavers,
2000). Reading is the complex and dynamic process of constructing meaning
from written text. It involves the integration of multiple skills and strategies,
including decoding, vocabulary knowledge, comprehension, critical thinking, and
motivation. Reading is a lifelong skill that enables us to access knowledge,
understand different perspectives, and connect with others. It is a fundamental
aspect of education, personal growth, and social development.
Reading is an intellectual action that needs to be formed as a habit since
childhood. Reading habits are crucial in enabling a person to achieve practical
efficiency. “Laws die but books never.” Books are really the most practical means
through which knowledge can be transmitted from one generation to another

19
(Issa et al, 2012). Furthermore, Tampubolon (1990:41) confirms that in building
the habit of reading, the person needs longer time because the interest and
motivation have role in it. In addition, Reid (2007:2) announces that habits are
emotional regulators or comforters. The one’s thinking and behavior follow the
grooves in his/her minds. So, it can be stated that the reading habit is a behavior
to read which is done regularly to understand information and get entertainment
from the written material. It can be said that reading can be obtained from fiction,
non-fiction, books, magazines, and newspapers. Reading is so useful for getting
knowledge and this can help students to better their academic achievement.
Higginbotham (1999), examined the reading interests of middle school
students in a metropolitan, public school located in a southeastern state Atlanta,
Georgia. The result of that study revealed differences in interest by gender, which
are consistent with many society’s stereotypes. Females reported a stronger
interest in romance, friendship, animal stories, adventure and historical fiction,
while males showed stronger preference for sports and science. Furthermore,
males preferred non-fiction more than the females.
Gallo (2007) said “Books yield their best to you, if you read them at the age
at which each particular masterpiece can ideally be chewed and digested”. In
fact, there is little knowledge about students’ daily readings and how these
readings affect their academic achievement. The daily readings of students can
include reading for different purposes such as reading for pleasure or for
information (Issa. et al, 2012).
Many students believe that reading becomes an underlying element of
studying, and much information learned through studying is primarily attained
through reading. Therefore, students’ everyday readings may influence their
studying skills and as a result their academic performance. Mostly, there is a
strong link between the good study habits that the students can develop and their
academic performance and achievement, (Issa et al, 2012).

20
 Guthrie, Benneth & McGough, (2007) believe that reading is the act of
getting meaning from printed or written words. Reading is the basis for learning
and it is the most influential skill in individuals’ everyday life. (Issa et al 2012)
add that reading is mostly associated with books as if written words provide form
a complete picture of the act of reading. It means that through reading, a person
can construct knowledge, enjoy stories and discover what the others disbelieve
or believe in. The person can develop ideas or beliefs of his or her own.
Therefore, reading provides us with the key to all types of information that are
primary for our day-to-day survival and growth. If a person practices reading
regularly without thinking of it, then we can say that his reading habit has been
formed. This happens because the habit is formed unconsciously, and he does it
repeatedly until it becomes part of his daily routine.
In fact, many students do not fall in the category of those with good reading
habits and their poor reading habits might be considered responsible for their
poor performance in examinations at school (Issa et al, 2012). Perhaps, because
of the absence of good reading habits, students’ academic performance in their
examinations has been regarded as a big source of worry and concern for all
stakeholders in the educational system (Issa et al, 2012).
Having useless programmes in schools today has not supported the process
of developing good reading practices. Therefore, the enthusiasm to engage
students in reading practices voluntarily, pleasurably and extensively is
approximately absent among the majority of students in the schooling system
today (Issa et al, 2012). The Vygotskyian perspective stated that children learn
skills through adult-child interaction (Senechal and Cornell 1993). Vygotsky
stressed the significant influence of parents in reading for their children.
Cook-Cottone (2004).
Dodici and Pertson (2003) and Rashid (2005) stated that children take their
reading seriously when they are motivated and praised for reading well at home.
According to Smith et al. (2007), parental involvement in instilling the habit of

21
reading in their children both at home and at school is crucial. Parental
involvement in the reading of their children has positive results at schools (Fan
and Chen 2001; Dearing et al. 2006). When parents are involved, they
encourage and motivate their children to work harder, the child gets motivated
and he works hard and achieve academically (Melhuish et al. 2001).

Reading is a complex cognitive process that involves the ability to:

1. Decode words and sentences (Gough & Tunmer, 1986)
2. Understand vocabulary and syntax (Anderson & Freebody, 1981)
3. Make inferences and connections (Duke & Pearson, 2002)
4. Critically evaluate and analyze texts (Pellegrino & Hilton, 2012)
5. Integrate prior knowledge and experience (Krashen, 2004)

Reading is a skill that requires:

- Phonemic awareness (National Reading Panel, 2000)
- Fluency (Rasinski, 2003)
- Vocabulary knowledge (Graves, 2006)
- Comprehension strategies (Duke & Pearson, 2002)

Effective reading instruction should include:

- Systematic phonics instruction (National Reading Panel, 2000)
- Guided reading (Fountas & Pinnell, 1996)
- Independent reading (Krashen, 2004)
- Reading comprehension strategies (Duke & Pearson, 2002)

2.1.2 The Concept of Poor Reading Habits

Poor reading habits can significantly impact students' academic
performance in senior secondary school. Research has consistently shown that
students who struggle with reading tend to have lower grades and poorer

22
academic outcomes overall. A study by Guthrie and Wigfield (2000) found that
students who do not engage in regular reading for pleasure are less likely to
develop strong literacy skills, which are crucial for success in all academic
subjects. Additionally, poor reading habits can lead to difficulties in
comprehension, critical thinking, and information retention, all of which are
essential for effective learning. Another study by McKeown et al. (2015)
highlighted the importance of providing students with opportunities to engage in
independent reading, as it has been linked to improvements in vocabulary,
comprehension, and overall academic achievement. Therefore, addressing poor
reading habits and promoting a culture of reading among students is vital for
enhancing their academic performance in senior secondary school.
Poor reading is a multifaceted issue that affects individuals' ability to
effectively decode, comprehend, and engage with written text. This concept
encompasses a variety of challenges, including difficulties with phonemic
awareness, phonics, vocabulary, fluency, and comprehension. Poor reading can
stem from several factors, including cognitive and neurological issues,
educational deficiencies, and socio-economic conditions. Understanding poor
reading is essential for developing effective interventions and support systems to
help individuals improve their reading skills and overall literacy.

Key Factors Contributing to Poor Reading

1. decoding and Phonemic Awareness: Phonemic awareness refers to the
ability to recognize and manipulate the individual sounds in spoken words.
Difficulties in this area can lead to problems in decoding, or the ability to
translate written text into spoken language.
2. Vocabulary and Syntax:A limited vocabulary and difficulty understanding
syntax (the arrangement of words and phrases to create well-formed
sentences) can significantly impact reading comprehension

23
 3. Fluency:Reading fluency, which includes reading speed, accuracy, and
proper expression, is crucial for understanding text. Poor fluency can result
in fragmented and laborious reading, making comprehension difficult.
4. Cognitive and Neurological Factors:Cognitive issues such as working
memory limitations and attention deficits can interfere with reading.
Neurological conditions like dyslexia are also significant contributors to
poor reading.
5. Socio-Economic and Educational Influences:Socio-economic factors,
including access to quality education and early literacy experiences, play a
critical role in reading development. Children from disadvantaged
backgrounds often face more significant challenges in acquiring reading
skills.

2.1.3 Causes of Poor Reading Habits

Poor reading habits are a significant barrier to literacy development and
academic achievemen of senior secondary school students. These habits can
result from a combination of intrinsic and extrinsic factors that hinder an
individual's ability to read effectively and regularly. Understanding the causes of
poor reading habits is crucial for designing effective interventions and promoting
a culture of reading. Below, we explore the primary causes contributing to poor
reading habits.
1. Lack of Motivation and Interest:
- Students may find reading materials unengaging or irrelevant to their
interests.
- Without intrinsic motivation, students are less likely to invest time in reading.
2. Limited Access to Resources:
- Insufficient access to books, libraries, and other reading materials can hinder
the development of reading habits.

24
 - Socioeconomic factors may limit students' ability to purchase books or access
digital reading resources.

3. Inadequate Reading Skills:

- Poor foundational skills, such as vocabulary, comprehension, and fluency, can
make reading a challenging and frustrating activity.
- Lack of early literacy support can lead to long-term difficulties in reading.
4. Distractions and Technology:
- The prevalence of digital entertainment (social media, video games, etc.)
often distracts students from reading.
- Excessive screen time can reduce the time available for traditional reading.
5. Educational System and Teaching Methods:
- Teaching methods that do not foster a love for reading or that rely heavily on
rote memorization rather than critical thinking can demotivate students.
- Large class sizes and insufficient individual attention can prevent teachers
from addressing specific reading issues.
6. Home Environment:
- Lack of parental encouragement and involvement in reading activities can
negatively affect students' reading habits.
- A home environment without books or reading culture may not promote the
habit of reading.

2.1.4 Characteristics of Poor Reading Habits

Poor reading habits are marked by several distinctive characteristics that
impact an individual's ability to read effectively and engage with texts. These
habits often result from various intrinsic and extrinsic factors and can significantly
impede literacy development and academic performance. Understanding these
characteristics can help educators, parents, and policymakers design effective
interventions to improve reading skills and foster a love for reading. Below are

25
some key characteristics of poor reading habits, supported by scholarly
contributions (Kenneth Ben, 1989)
Key Characteristics of Poor Reading Habits:
1. Lack of Reading Fluency: Poor reading fluency is characterized by slow,
laborious reading and frequent pauses. This can hinder comprehension
and make reading a less enjoyable activity. Samuels (2002) highlights that
fluency issues often stem from inadequate practice and lack of automaticity
in word recognition, which are critical for efficient reading.
2. Inconsistent Reading Patterns: Individuals with poor reading habits often
exhibit inconsistent reading patterns, such as reading sporadically or not at
all. This inconsistency prevents the development of sustained reading
skills. Anderson, Wilson, and Fielding (1988) discuss how regular reading
practice is essential for improving reading proficiency and developing a
lifelong reading habit.
3. Limited Engagement with Texts: Poor reading habits are often marked
by a lack of engagement with texts. Individuals may avoid reading or only
skim through material without fully understanding it.Guthrie and Wigfield
(2000) emphasize the importance of engagement and motivation in
reading, noting that lack of interest in reading materials can lead to poor
reading habits.
4. Deficient Comprehension Skills: Individuals with poor reading habits
frequently have difficulty comprehending and retaining information from
texts. This can result from insufficient background knowledge, limited
vocabulary, or poor inferencing skills.Perfetti and Stafura (2014) discuss
the role of word knowledge and comprehension strategies in effective
reading, highlighting how deficiencies in these areas contribute to poor
reading habits.
5. Negative Attitudes Towards Reading: Negative attitudes and lack of
motivation to read are common among individuals with poor reading habits.

26
 These attitudes can stem from previous negative experiences with reading
or a lack of confidence in reading abilities.McKenna, Kear, and Ellsworth
(1995) found that attitudes toward reading decline as students grow older,
especially if they struggle with reading, leading to poor reading habits.
6. Reliance on Digital Media: Overreliance on digital media for information
and entertainment can contribute to poor reading habits. The instant
gratification and multimedia engagement provided by digital platforms
often deter individuals from engaging in more sustained reading
activities.Rideout, Foehr, and Roberts (2010) discuss how the pervasive
use of digital media impacts reading habits, noting that increased screen
time often correlates with decreased time spent reading books.

2.1.5 The Concept of Academic Achievement

Academic achievement refers to the extent to which a student has achieved
their short or long-term educational goals. Typically measured through grades,
standardized test scores, and other forms of assessment, academic achievement
is a crucial indicator of a student's intellectual development and their ability to
apply learned knowledge and skills in various contexts.

Components of Academic Achievement

1. Cognitive Development: Academic achievement is closely tied to the
cognitive development of students, including their ability to think critically, solve
problems, and understand complex concepts. Piaget's stages of cognitive
development outline how children develop intellectual capabilities over time,
which directly influences their academic performance.
2. Motivation and Engagement: A student's motivation and engagement in their
studies play a significant role in their academic achievement. Intrinsic and
extrinsic motivations can drive students to perform better academically. Deci and

27
Ryan's Self-Determination Theory (SDT) emphasizes the importance of intrinsic
motivation for achieving high levels of academic performance.
3. Instructional Quality:The quality of instruction and the effectiveness of
teaching methods are crucial determinants of academic achievement. Effective
teachers can inspire and engage students, leading to better academic outcomes.
Hattie (2009) identifies teacher effectiveness as one of the most significant
factors influencing student achievement in his meta-analysis of educational
research.
4. Socio-Economic Status (SES): Socio-economic factors, including family
income, parental education, and access to educational resources, can
significantly impact academic achievement. Sirin (2005) conducted a
meta-analysis that highlights the strong correlation between SES and academic
achievement.
5. Learning Environment: The learning environment, including school
infrastructure, classroom climate, and peer interactions, affects academic
performance. A positive and supportive learning environment can enhance
students' academic achievements. Bronfenbrenner's ecological systems theory
suggests that multiple environmental systems influence a child's development,
including their academic success.
Academic achievement is often quantified through various methods:
- Standardized Tests: Exams designed to measure students' proficiency in
specific subjects.
- Grades: Scores or marks given by teachers based on students'
performance in coursework, exams, and assignments.
- Academic Awards: Honors and recognitions given to students for
exceptional achievement.
Academic achievement is a multifaceted concept influenced by cognitive,
motivational, instructional, socio-economic, and environmental factors.
Understanding these components helps educators, parents, and policymakers

28
create strategies to enhance educational outcomes and support students in
reaching their full academic potential.

2.1.6 Poor Reading Habit and Academic Achievement.

The relationship between poor reading skills and academic achievement is
deeply interconnected. Reading is a fundamental skill that affects learning in all
academic disciplines. Poor reading skills can significantly hinder a student's
ability to succeed academically, while strong reading skills can enhance learning
and performance across subjects. Understanding this relationship is crucial for
educators, parents, and policymakers to develop effective strategies for
improving both reading abilities and overall academic success.

How Poor Reading Affects Academic Achievement

1. Foundational Skill Deficiency: Reading is the cornerstone of education, and
proficiency in reading is essential for understanding and mastering other
subjects. Students with poor reading skills struggle to grasp content in subjects
like science, history, and mathematics, where comprehension of complex texts is
necessary. A student who cannot effectively read and understand a science
textbook may find it difficult to learn and apply scientific concepts, leading to
lower performance in science classes (Gough & Tunmer, 1986).
2. Lower Grades and Test Scores: Poor reading skills often result in lower
grades and standardized test scores. These assessments frequently require
reading comprehension and critical thinking, both of which are compromised in
students with poor reading abilities (Duke & Pearson, 2002).
3. Reduced Knowledge Acquisition: Reading is a primary means of acquiring
new information. Students who struggle with reading have limited exposure to
new vocabulary and concepts, which restricts their overall knowledge base.
4. Impaired Cognitive Development: Reading is not only about decoding words
but also involves higher-order cognitive skills such as analysis, synthesis, and

29
evaluation. Poor reading skills can hinder cognitive development, affecting
problem-solving abilities and critical thinking.
5. Decreased Motivation and Engagement: Students who find reading difficult
are often less motivated to engage in reading activities. This lack of engagement
can extend to other academic areas, leading to overall disengagement from the
learning process (Gough & Tunmer, 1986).
6. Negative Emotional and Social Impacts: Struggling with reading can affect a
student's self-esteem and confidence, leading to anxiety, frustration, and a
negative attitude towards school. This emotional distress can further impede
academic performance. A student who feels embarrassed about their reading
difficulties may avoid participating in class, leading to missed learning
opportunities and social isolation (Anderson & Freebody, 1981).

Long-Term Consequences
1. Limited Educational Opportunities: Poor academic achievement due to
reading difficulties can limit future educational opportunities, including access to
advanced courses, college admission, and scholarships.
2. Career and Life Outcomes: Academic achievement is closely linked to future
career success and overall life outcomes. Individuals with poor reading skills and
low academic achievement are more likely to face challenges in the job market
and have fewer career advancement opportunities.

2.1.7 Specific Effects Of Poor Reading Habits on Academic Achievement.

Inadequate reading engagement, comprehension skills, and literacy
development among students are critical factors that can significantly impact their
academic achievement. The specific effects of these factors on students'
academic success, providing a comprehensive understanding of their interplay
and implications for educational practice.

30
 ● Reduced Exposure to Texts: Students with inadequate reading
engagement may have limited exposure to a variety of texts, including
fiction, non-fiction, and academic literature. This limited exposure can
hinder their vocabulary development, background knowledge, and
comprehension skills (McKenna et al., 2012).
● Decreased Motivation to Read: Lack of engagement in reading activities
can result in decreased motivation to read for pleasure or academic
purposes. Students may perceive reading as a chore rather than an
enjoyable and meaningful activity, leading to avoidance behaviors and
disengagement from learning (Gambrell et al., 2011).
● Limited Participation in Literacy-Rich Environments: Engaging in reading
activities outside of the classroom, such as visiting libraries, book clubs, or
literary events, is crucial for fostering a love for reading and developing
literacy skills. Students with inadequate reading engagement may miss out
on these opportunities, further exacerbating their reading difficulties and
academic challenges (Clark & Rumbold, 2006).

Other Specific Effects are:

1. Inadequate Reading Engagement:
a. Effect: Inadequate reading engagement leads to disinterest and apathy
towards reading materials, resulting in a lack of exposure to diverse texts
and ideas.
b. Impact on Academic Achievement: Students who are not engaged in
reading are less likely to develop essential literacy skills, such as
vocabulary expansion and comprehension, which are crucial for success
across all academic subjects (McKeown et al., 2019).
2. Limited Comprehension Skills:
a. Effect: Limited comprehension skills hinder students' ability to understand
and extract meaning from textual material.

31
 b. Impact on Academic Achievement: Students with poor comprehension
skills struggle to comprehend complex academic texts, leading to
difficulties in grasping key concepts and performing well in subject-specific
assessments (Nation, 2019).

3. Underdeveloped Literacy Skills:

a. Effect: Underdeveloped literacy skills, including phonemic awareness,
fluency, and word recognition, impede students' ability to decode and
encode written language effectively.
b. Impact on Academic Achievement: Weak literacy skills hinder students'
progress in reading proficiency, making it challenging for them to
comprehend academic texts, express ideas coherently in writing, and
perform well in language-based assessments (Cunningham & Stanovich,
2019).
4. Reduced Reading Fluency:
a. Effect: Reduced reading fluency, characterized by slow and laborious
reading, inhibits students' ability to process and comprehend textual
material efficiently.
b. Impact on Academic Achievement: Students with poor reading fluency may
struggle to keep pace with curriculum demands, leading to difficulties in
completing assignments, understanding instructions, and performing well
in timed assessments (Rasinski, 2019).

In summary, inadequate reading engagement, comprehension skills, and literacy

development have specific and significant effects on students' academic
achievement, impacting their ability to comprehend texts, express ideas
effectively, and perform well in academic assessments across various subjects.

32
2.1.8 Interventions to Strategies Can Be Implemented to Address Poor
Reading Habits And Improve Academic Outcomes for Senior Secondary
School Students.
Improving reading habits and academic outcomes for senior secondary
school students requires a multifaceted approach. Here are some interventions
and strategies:
1. Implementing Reading Programs: Introduce structured reading programs
that encourage regular reading both in and out of the classroom. These
programs could include silent reading sessions, book clubs, or reading
challenges (McKeown et al., 2019).
2. Access to Diverse Reading Material: Ensure students have access to a wide
range of reading material, including fiction, non-fiction, and informational texts
that cater to their interests and reading levels (Samuels, 2002).
3. Teacher Training and Support: Provide professional development
opportunities for teachers to enhance their knowledge of literacy instruction
strategies. Teachers should be equipped to differentiate instruction based on
students' individual needs.
4. Integration of Literacy Across Subjects: Incorporate literacy instruction into
all subjects, not just English language classes. This can help reinforce reading
skills and demonstrate the practical applications of reading across different
disciplines.
5. Explicit Instruction in Reading Strategies: Teach students specific reading
strategies such as skimming, scanning, predicting, and summarizing to improve
comprehension and retention of information (Rasinski, 2019).
6. Peer Tutoring and Mentoring Programs: Pair struggling readers with more
proficient peers who can provide support and encouragement in developing
reading skills.

33
7. Parent and Community Involvement: Engage parents and community
members in promoting reading habits by organizing literacy events, book fairs,
and workshops (Perfetti and Stafura, 2014).
8. Utilization of Technology: Integrate technology tools such as e-books,
audiobooks, and educational apps to make reading more accessible and
engaging for students (Perfetti and Stafura, 2014).
9. Regular Assessment and Feedback: Monitor students' progress in reading
comprehension and fluency through regular assessments and provide
constructive feedback to help them improve.
10. Cultivating a Reading Culture: Foster a positive reading culture within the
school environment by celebrating reading achievements, showcasing student
work, and creating inviting reading spaces.
These interventions should be implemented in a coordinated manner, with
ongoing evaluation and adjustments to ensure effectiveness in improving reading
habits and academic outcomes. Additionally, monitoring and evaluation
mechanisms should be in place to assess the effectiveness of these interventions
and make adjustments as needed.
By understanding the various ways in which poor reading habits impact
students' performance across different subjects, educators and policymakers can
develop targeted interventions to support reading engagement and
comprehension skills development. This study seeks to contribute to the existing
body of literature by providing insights into effective strategies for addressing
poor reading habits and promoting academic success among senior secondary
school students.

2.2 Empirical Review

Poor reading habits have been widely recognized as a significant
impediment to academic achievement, particularly among senior secondary
school students. This empirical review synthesizes findings from various studies

34
to highlight how poor reading habits affect academic performance in this critical
educational stage.The academic journey of students is significantly influenced by
their reading habits. Reading is a critical skill that underpins learning across all
subject areas, and proficiency in reading is essential for students to successfully
navigate their academic responsibilities. However, poor reading habits among
senior secondary school students have become a growing concern for educators,
parents, and policymakers. These habits can manifest in various forms, including
lack of interest in reading, inconsistent reading practices, and difficulties in
comprehension and retention of information.

Poor reading habits can stem from a multitude of factors, including

inadequate early reading instruction, socio-economic challenges, limited access
to reading materials, and cognitive or neurological issues such as dyslexia. As
students progress to higher levels of education, the academic demands increase,
requiring more sophisticated reading and comprehension skills. When students
enter senior secondary school with underdeveloped reading skills, they often
struggle to keep up with the curriculum, leading to lower academic achievement.

Academic achievement is typically measured through grades, standardized

test scores, and other assessments that evaluate a student's knowledge and
skills. High academic achievement is associated with better opportunities for
higher education and career advancement, while poor academic performance
can limit future prospects. Therefore, understanding the relationship between
poor reading habits and academic achievement is crucial for identifying effective
strategies to support students in overcoming reading difficulties and achieving
academic success.
In the educational system, reading proficiency stands as a cornerstone for
academic success and lifelong learning. For senior secondary school students,
this skill becomes increasingly pivotal as they encounter more complex subject

35
matter and higher academic expectations. However, the development of effective
reading habits among students is not always straightforward. Many adolescents
struggle with poor reading habits, which can profoundly impact their academic
achievement.
Poor reading habits encompass a range of behaviors and skills deficiencies
that hinder students' ability to comprehend, analyze, and synthesize information
from texts. These habits may include reluctance to engage with reading
materials, difficulty in extracting meaning from texts, and challenges in
maintaining focus and concentration while reading. These issues can arise from
various factors, such as limited exposure to reading materials, distractions from
digital media, or underlying learning difficulties. Understanding the implications of
poor reading habits on academic achievement is crucial for educators and
stakeholders in education. Academic achievement, often assessed through
grades, standardized tests, and overall performance metrics, serves as a
tangible measure of students' learning outcomes and educational progress.
When students struggle with reading, their ability to perform well in academic
assessments and meet curriculum expectations is significantly compromised.

2.2.1 Causes of Poor Reading Habits

Understanding the causes of poor reading habits is crucial for educators,
parents, and policymakers aiming to improve literacy and academic outcomes
among students. Poor reading habits can manifest in various forms, ranging from
lack of interest in reading to difficulties in comprehension and retention of
information.
Factors Contributing to Poor Reading Habits:
1. Socio-Economic Factors: Socio-economic status significantly influences
access to reading materials and resources. Students from low-income
households often have limited access to books, magazines, and educational

36
materials at home and in the communities. This lack of access contributes to
poor reading habits and affects reading motivation and proficiency.
2. Educational Environment: The quality of reading instruction and the learning
environment in schools significantly impact students' reading habits. Inadequate
teaching methods, limited exposure to diverse reading materials, and lack of
encouragement for independent reading can contribute to disinterest and poor
reading habits among the senior secondary school students in Itesiwaju Local
Government.
3. Parental Influence: Parental involvement in literacy activities at home, such
as reading to children, discussing books, and providing access to reading
materials, significantly impacts children's reading habits and skills development.
Lack of parental support and role modeling for reading can contribute to poor
reading habits among students.
4. Technological Distractions: Increased use of digital media, such as
smartphones, tablets, and social media platforms, has led to reduced time spent
on reading activities among the senior senior secondary school children and
adolescents. Technological distractions can diminish interest in reading and
contribute to poor reading habits.
5. Cognitive and Learning Challenges: Cognitive and learning difficulties, such
as dyslexia, attention deficit disorders, and language processing disorders, can
significantly impair reading skills and contribute to poor reading habits among
senior secondary school students. These challenges require targeted
interventions and support to help students develop effective reading strategies.
The causes of poor reading habits are multifaceted and interconnected,
influenced by socio-economic factors, educational environment, parental
involvement, technological influences, and cognitive challenges. Addressing
these factors requires comprehensive strategies involving educators, families,
and communities to foster a supportive reading culture and improve literacy
outcomes among students. By understanding the root causes of poor reading

37
habits, stakeholders can implement targeted interventions and initiatives aimed
at promoting reading engagement, enhancing reading proficiency, and ultimately
improving academic achievement among students.

2.2.2 Influence of Poor Reading Habit in Academic Achievement.

Reading is a foundational skill that significantly impacts students' overall
academic performance. In senior secondary school, where the curriculum
becomes more complex and demanding, effective reading habits are crucial for
understanding and mastering subject content. However, poor reading habits can
severely impede students' academic success.
The influence of poor reading habits on academic achievement is a
significant area of study. Research suggests that students with poor reading
habits often struggle with comprehension, retention of information, and critical
thinking skills. This can lead to lower academic performance across various
subjects. Conversely, cultivating good reading habits, such as regular reading,
improving comprehension skills, and engaging with diverse texts, has been
linked to better academic outcomes. Studies often explore factors like reading
frequency, types of materials read, and reading comprehension strategies in
relation to academic achievement.

Rasinski, (2019) identified the following influences of poor reason habits in

academic achievement which are:
1. Comprehension and Retention: Poor reading habits, such as reading
infrequently or without focus, often lead to difficulties in comprehension. Students
may struggle to understand the main ideas, infer meaning from texts, or
remember important details. This impacts their ability to grasp concepts
presented in academic materials across subjects like science, history, and
literature.

38
2. Vocabulary Development: Regular reading helps expand vocabulary, which
is crucial for understanding complex texts and communicating effectively.
Students with poor reading habits may have limited vocabulary skills, which can
hinder their comprehension and ability to express ideas clearly in academic
settings.
3. Critical Thinking Skills: Reading extensively promotes critical thinking by
exposing students to different perspectives, ideas, and arguments. Poor reading
habits may limit exposure to diverse viewpoints and reduce opportunities for
students to develop analytical skills needed for tasks like analyzing texts, solving
problems, and making informed decisions.
4. Academic Performance: Several studies have linked poor reading habits with
lower academic performance. Students who read less frequently or struggle with
reading comprehension tend to perform worse in standardized tests,
assessments, and overall grades compared to peers with better reading habits.
5. Motivation and Engagement: Engaging in reading regularly can enhance
motivation and interest in learning. Poor reading habits often coincide with lower
levels of engagement in academic tasks, leading to reduced effort and
persistence in completing assignments or participating actively in classroom
activities.
6. Long-Term Impact: The effects of poor reading habits can extend beyond
academic achievement. Students may experience challenges in some subject in
educational classroom setting as a senior secondary school students and
professional settings where reading comprehension and critical thinking skills are
essential.

2.2.3 Effects of Poor Reading Habits on Academic Achievement

Reading proficiency stands as a cornerstone for academic success. The
ability to comprehend, analyze, and synthesize textual information not only
shapes cognitive development but also determines academic achievement

39
across various subjects. For senior secondary school students, who are at a
crucial stage of educational advancement, the cultivation of effective reading
habits is paramount. However, the prevalence of poor reading habits among this
demographic poses a significant challenge to their academic progress.
Poor reading habits encompass a spectrum of behaviors, including infrequent
reading, lack of engagement with diverse texts, and limited comprehension skills.
These habits often manifest in reduced vocabulary acquisition, diminished critical
thinking abilities, and overall academic underperformance. Such deficiencies not
only hinder students' capacity to understand subject-specific content but also
impede their ability to articulate ideas coherently and analytically.

Cunningham & Stanovich (2020) analyze the effects of poor reading habit
Includes:
1. Reading Comprehension and Vocabulary: Students with poor reading
habits often struggle with understanding complex texts, which directly affects
their ability to grasp academic subjects that require reading comprehension.
Insufficient reading leads to a limited vocabulary, affecting both written and verbal
expression, which are crucial for academic success in subjects like language arts
and social studies.
2. Academic Performance Across Subjects: Students may struggle to keep up
with assignments, exams, and class discussions due to inadequate reading
habits, leading to lower grades overall.
3. Critical Thinking and Analytical Skills: Reading fosters critical thinking skills
essential for analyzing and synthesizing information. Poor reading habits hinder
the development of these skills, impacting performance in subjects that require
deep understanding and analysis.

40
4. Impact on Overall Learning: Reading is fundamental to learning across all
subjects. Students with poor reading habits may not only underperform in
language-related subjects but also in science, mathematics, and social sciences
where reading is integral to understanding concepts and applying knowledge.

Understanding the profound effects of poor reading habits on senior secondary

school students' academic achievement is essential for devising strategies that
foster a culture of reading and promote lifelong learning. This review endeavors
to contribute to the existing body of knowledge by illuminating the intricate
relationship between reading habits and educational outcomes, thereby
advocating for initiatives that empower students to become proficient readers and
successful learners.

2.3. Theoretical Framework

A theoretical framework for studying the effects of poor reading habits on the
academic achievement of senior secondary school students could involve
exploring theories related to cognitive psychology, educational psychology, and
literacy development. Key concepts might include the impact of reading
frequency, comprehension skills, motivation, and environmental factors like
access to reading materials. You could also consider theories such as schema
theory, which suggests that prior knowledge influences comprehension, and the
socio-cultural perspective, which examines the role of social and cultural factors
in literacy development.

2.3.1. Appraisal of Literature

This chapter examined the review of related literature on the effects of poor
reading habits on the academic achievement of senior secondary school
students. It was observed that the effects of poor reading habits has an indelible

41
impact on academic achievement of most secondary school students in Itesiwaju
Local Government Area.
Overall, the literature review should be comprehensive, well-structured, and critical
in nature. It must provide a balanced view of the existing research, acknowledge its
limitations, and suggest practical implications for educators, parents, and policymakers.

CHAPTER THREE

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 RESEARCH METHODOLOGY

3.0 Introduction
This chapter presents the research methodology used to investigate the effects of poor
reading habits on the academic achievement of senior secondary school students in
Itesiwaju Local Government, Oyo State. The chapter present the research design,
population for the study, sampling and sampling techniques, research instruments,
validity of the instruments, procedure for data collection and method of the data analysis

3.1. Research Design

This study adopts a descriptive survey design to investigate the effect of poor reading
habits on the academic achievement of senior secondary school students in Itesiwaju
Local Government, Oyo State. The descriptive survey design is chosen because it
allows for the collection of data that describes the current state of students' reading
habits and their academic achievements.

3.2. Population for the Study

The population for this study consists of all senior secondary school students in
Itesiwaju Local Government, Oyo State.

3.3. Sampling Technique

A sample of sixty (60) students will be selected from four (4) schools in the local
government area. Out of the sixty students, fifteen will be selected from each of the
schools. The sampling techniques used in this study is a stratified random sampling
method. This technique ensures that different subgroups (strata) within the population
are adequately represented. The researchers will make use of Purposive Sampling
Techniques.

3.4. Research Instruments

The primary data collection instrument is a structured questionnaire. The questionnaire
on effects of poor reading habits on the academic achievement is divided into two
sections. Section A will be designed to collect personal data of the respondents. Section
B will assesses students' reading habits and their academic achievements. And will be
divided into five sections. Each section will contain five items. Thin brings total number
of items to twenty five (25). The four point Likert scale will be used in securing the items
as follows.

I. Strong Agree (SA) - 4

II. Agree (A) - 3
III. Disagree (D) - 2

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IV. Strong Disagree (SD) - 1

3.5. Validity and Reliability

To ensure the validity of the instrument, the questionnaire is reviewed by experts in
educational research to confirm that it adequately measures what it is necessary to
measure. A pilot study will be conducted with a small sample of students to test the
reliability of the instrument. The Cronbach's alpha coefficient will be calculated to
measure the internal consistency of the questionnaire, ensuring reliability.

3.6. Data Collection Procedures

Data for this study were collected through administration of questionnaires to the
students in the selected schools in Itesiwaju Local Government, Oyo State. The
questionnaire will be personally administered to the students by the researchers. The
researchers will visit the school. Permission will be sought from the school authority
before gathering the students for the exercise. After completion of the questionnaire, the
researchers will collect the items for analysis.

3.7. Data Analysis Methods

The data collected from the respondents will be analyzed using chi-square statistical
tools and views of the respondents will be presented in tabular form

3.8. Ethical Considerations

Ethical considerations include obtaining informed consent from the participants and
ensuring the confidentiality and anonymity of their responses. Permission will be
obtained from the school authorities to conduct the research, and students will be
assured that their participation is voluntary and that they can withdraw at any time
without any negative consequences.

44
 CHAPTER FIVE
Summary, Conclusion, Recommendation, Limitations
5.0 Summary
This study investigates the relationship between poor reading habits and academic
achievement among senior secondary school students. The etermine the effects of poor
reading habits on academic achievement. The study uses a descriptive survey design,
with a sample of 60 students from four schools in Itesiwaju Local Government, Oyo
State. Data is collected through a structured questionnaire and analyzed using
chi-square statistical tools.The findings of the study reveal that poor reading habits have
a significant impact on academic achievement, particularly in core subjects. However,
the relationship between poor reading habits and academic achievement is complex,
and other factors, such as prior academic achievement, also play a significant role. The
study's recommendations include prioritizing reading instruction, promoting effective
reading strategies, and developing interventions to improve reading habits and
academic achievement.

5.1 Conclusion
This study investigated the effects of poor reading habits on the academic achievement
of senior secondary school students in Itesiwaju Local Government, Oyo State. The
findings revealed that poor reading habits have a significant impact on academic
achievement, particularly in core subjects. However, the relationship between poor
reading habits and academic achievement is complex, and other factors, such as prior
academic achievement, also play a significant role.

5.2 Recommendations
Based on the study's findings, the following recommendations are made for the
educators and policymakers should prioritize reading instruction and promote effective
reading strategies to improve academic achievement. Parents and guardians should
encourage and support their children in developing good reading habits. Interventions
aimed at improving reading habits and academic achievement should be developed and
implemented. Further research should investigate the impact of poor reading habits on
academic achievement in different contexts and populations.

5.3 Limitations of the Study

The study acknowledges potential limitations, including the limited generalizability of the
findings due to the focus on a specific local government area. Additionally, the reliance
on self-reported data may introduce response bias. Efforts are made to mitigate these
limitations through careful sample selection and data triangulation where possible.

45
 FEDERAL COLLEGE OF EDUCATION (SPECIAL), OYO,
P.M.B. 1089, OYO, OYO STATE
QUESTIONNAIRE ON EFFECT OF POOR READING HABIT ON THE ACADEMIC ACHIEVEMENT OF SENIOR
SECONDARY SCHOOL STUDENTS IN ITESIWAJU LOCAL GOVERNMENT, OYO STATE.
Dear Respondent,
The information required is just for the purpose of educational research and it shall be kept with absolute
confidentiality, therefore you are encouraged to give a sincere response.
The keys below serve as a guide to your choice of answer which you are expected to tick in a pass mark
(√) as shown in the bracelet.
Thanks for your cooperation and sincerity.
SECTION A
Instruction: Please tick in the space provided as it applies to you.
1. Age: [ ] 14-16 years, [ ] 17-19 years, [ ] 20 years and above
2. Gender: [ ] Male, [ ] Female
3. Religion: Christianity [ ], Islam [ ], Others [ ]
3. Class Level: [ ] SS1, [ ] SS2, [ ] SS3
4. School Name: ___________________________________
SECTION B
Instruction: Please carefully read each question and indicate your response in the appropriate column,
tick (√) the correct option. Indicate your level of agreement with the following statements by selecting one
of the options: Strongly Agree (SA), Agree (A), Disagree (D), Strongly Disagree (SD)

S/N ITEMS SA A D S
D

Effects of Poor Reading Habits

1 Students with poor reading habits can achieve high grades.

2 Poor reading habits do not significantly impact academic achievement.

3 Poor reading habits lead to underachievement

4 Students with poor reading habits can compete favorably with students with good
reading habits

5 Poor reading habits is the cause of students failure

Effect of Poor Reading Habits on Core Subjects

6 Poor reading habits does not affect students grades in core subjects.

7 Poor reading habits will only affect students grade in English language

8 Poor reading habits will not affect students performance in mathematics

9 Students with poor reading habits can compete favorably with other students in core
subjects

10 Poor reading habits are not a strong predictor of low academic achievement in core
subjects.

Comparative Effects of Poor and Effective Reading Habits

46
11 Academic achievement of students with poor reading habits is better when
compared with those with effective reading habits

12 Students with poor reading habits will not achieve better academically when
compared with those with effective reading habits

13 There is no difference in the achievement of students with poor and effective

reading habits

14 Prior academic achievement is a stronger predictor of current academic

achievement than reading habits.

15 The impact of reading habits on academic achievement is minimal when

considering prior academic achievement.

Effects of Poor Achievement on Secondary Schools Students

16 Secondary school with poor reading habits can still achieve high in their academic
career

17 Poor reading habits will affect secondary school students academic achievement

18 Reading habits is not a significant predictor of academic achievement of secondary

school students

19 The relationship between reading habits and academic achievement of secondary

school students is weak, suggesting that other factors play a more crucial role.

20 Learning style and abilities of secondary school students are more important factors
in determining academic success than reading habits.

Impact of Reading Habits Across Different Grades in Secondary Schools

21 The effects of poor reading habits on academic achievement are similar across all
the grades in secondary schools.

22 Age does not influence poor reading habits on academic achievement of secondary
school students.

23 Poor reading habits have a consistent effect on academic achievement of junior

secondary student than in senior secondary school students.

24 The impact of poor reading habits on academic achievement is consistent among

senior secondary school students than junior secondary school.

25 Grade level is not a significant moderator of the relationship between poor reading
habits and academic achievement among secondary school students.

47