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This descriptive survey research design aimed to explore gender differences in the impact of social media distractions during reading in the library among undergraduate students. The study included a total of 373 participants who were regular library users and had access to social media platforms. A structured questionnaire was used to collect data, and the findings indicated that social media, particularly messaging on WhatsApp, was the most distracting activity for students in the library. Males reported more distraction than females for platforms such as Facebook, Twitter, Instagram, YouTube, and Telegram. Reading and responding to social media messages was the most common social media activity among students in the library. The majority of participants perceived social media to harm their reading habits, with a higher number of females perceiving social media as harming their reading habits compared to males. The study recommends that libraries and educational institutions develop clear policies and guidelines on the use of social media in libraries, provide resources aimed at helping students manage social media distraction and improve their reading habits, and offer training to staff members on how to identify and address social media distractions among students.

The technology era has caused many changes in the reading habits of students, starting in 2011. However, the universities were not prepared for the enormous challenges they faced with the Pandemic, in late 2019 and early 2020. The pandemic has accelerated the habits of students toward digital resources and the use of more and more electronic materials. Facing this phenomenon, accelerated by the effects of Covid-19, the universities have to face the necessity of the adaptation of teaching methods which meant the use of digital materials. The article analyses the change in reading habits and the teaching methods in the Albanian and Kosovan context, showing how the universities in the Republic of Albania and Kosovo have been affected by these changes, embracing approaches to information technology. For this purpose, we have analyzed the changes in reading habits in different public and private universities in Albania and Kosovo. A tested questionnaire has been spread to 672 students in both countries, in different programs and different years of studies. The article shows that under the influence of globalization processes and the development of information technology, reading habits are changing at a frenetic speed, weakening hard copy reading and increasing electronic and that under the Pandemic Covid-19 universities changed the ways of offering teaching methods, accelerating the change of the reading habits of students and weakening the use of printed books as a tool for learning, as well as decreasing the time of reading for pleasure. A more dynamic world caused more focused universities and more rapid changes in the reading habits of the students.

Older adults in the third-age group (60–79 years) maintain reading comprehension skills similar to those of younger adults, but little is known about individuals in the fourth age (80+ years). This study investigates differences in reading comprehension in a between-group design. We evaluated a sample of 150 older adults, comprising 86 third-age and 64 fourth-age participants. We examined the influence of sex, cognitive functioning, formal education, self-perceived reading difficulties, and reading habits on their text comprehension abilities. The results show that fourth-age adults have a significant decline in reading comprehension compared to third-age adults. Strong reading habits were positively associated with better comprehension across both groups, suggesting that regular reading may buffer against age-related cognitive decline. Poor readers read less frequently and perceived greater difficulty with the tasks. Cognitive functioning and education did not significantly influence comprehension—possibly due to the generally low education levels in the sample. However, strong reading habits appeared to compensate for these limitations. These findings suggest a potential protective role of lifelong reading habits and highlight the need for interventions to support reading skills in older adults, especially those with lower educational backgrounds. Future research should explore these dynamics further to enhance cognitive resilience in the oldest populations.

Bu araştırmanın amacı, velilere göre çocukların okuma alışkanlığına ilişkin görüşlerini ortaya koymaktır. Araştırmada çocuklarının okuma alışkanlığı edinmesinde velilerin rolleri de ortaya konmuştur. Bu amaçlarla araştırma, durum çalışması ilkelerine uygun olarak yürütülmüştür. Araştırmaya veri toplamak için ilkokulda çocuğu olan 20 veli ile yarı yapılandırılmış görüşme gerçekleştirilmiştir. Toplanan verilerin içerik analizi yapılmış, bu analizler sonucunda veriler ana-alt temalar şeklinde gruplanmış ve sonuçlar açıklanmıştır. Araştırma sonuçlarına göre; öğrenciler okuma ilgi ve isteğine sahip olmakla birlikte kitabın türü, içeriği, konusu ile tasarımına göre kitaba ilişkin tutum geliştirmektedir. Velilere göre çocukları kitap seçerken tür olarak hikâye ve masal, konu olarak macerayı tercih etmektedir. Velilere göre çocuklarının kitap tercihini en çok etkileyen kitaba ilişkin unsurlar: görsellik, hacim, yazı ve tasarımdır. Buna göre kitabın; görsel açıdan zengin olması, kitapta canlı renklerin tercih edilmesi, kitaptaki resimlerin kültür ve ahlaka uygunluğu, resim-içerik uygunluğu, kapak resmi, sayfa sayısının azlığı-çokluğu ve kitap boyutlarının uygunluğu, çocuğa kitap seçimini etkileyen önemli etkenlerdir. Velilerin çocukları için kitap seçiminde yaşadıkları zorluklar: çocuğun kitabı beğenmeme ihtimali, yaşa uygun kitap seçmenin zorluğu, çeşitli kitaplara erişmekte zorluk, kitap fiyatları, güncel kitapları bilememe, kitabın kültür ve toplumsal normlara uygun olmaması başlıca nedenler olarak görülmektedir. Bütün bu belirlemeler dikkate alındığında ailelerin kitap tercihlerinde desteğe ihtiyaç duydukları anlaşılmaktadır.

Reading is one of the most essential skills to open up a world of knowledge, comprehension, and amusement. Despite increasing global interest, there has been little research on reading habits and academic performance in Cambodia. This study examines the English as a Foreign Language (EFL) students’ perceptions of reading habits in English academic reading. The study employed a qualitative approach, in which seven participants were selected for interviews using 18 questions to explore their perceptions of reading practices. The findings revealed that the EFL students had positive perceptions of reading habits and self-reported that it helped them improve their English proficiency in general. Furthermore, it also highlighted the importance of reading habits in enhancing students’ English academic reading. However, it is pivotal for educators to provide guidance and support to their students in the process of reading practices to improve their English academic reading achievements. Future researchers are recommended to conduct a study that comprehensively investigates the association between reading habits and academic achievements, employing quantitative and/or mixed methods in multiple schools.

This cross-sectional study aimed to investigate university students' library engagement, emphasizing preferences, motivations, and reading habits, with an additional focus on gender dynamics. A total of 373 participants were involved in the research, and data were collected through a self-administered questionnaire. Descriptive statistics were used to analyze the participants' reading habits in different library sections, types of books read, and reasons for their preference for reading in the library. The Kruskal-Wallis test was employed to examine potential gender differences in these variables. The findings revealed variations in the frequency of students' reading activities across different library sections, with the main reading room being the most preferred section. The study also identified specific book types, such as personal notebooks and library textbooks, that were frequently read by students. Reasons for students' preference for reading in the library included the motivating environment, availability of book options, assistance from librarians, and fewer distractions compared to other places. The results of the Kruskal-Wallis test indicated significant gender differences in the ranks for certain library sections, book types, and reasons for reading in the library. These findings provide valuable insights into students' reading habits and preferences, highlighting the importance of creating diverse reading spaces, expanding book collections, promoting a supportive library environment, and enhancing librarian support. The implications of the study underscore the need for gender-inclusive services, thoughtful space design, and comprehensive collection development to meet the evolving needs of students and foster a reading culture in libraries.

Bu çalışmada imam hatip ortaokulu öğrencilerinin okuma kültürü düzeylerinin tespit edilmesi amaçlanmıştır. Çalışma, tarama modelinde betimsel bir araştırmadır. Çalışmada, veri toplama aracı olarak araştırmacılar tarafından geliştirilen ve 20 sorudan oluşan ‘Okuma Profili Anketi’ kullanılmıştır. Araştırmanın çalışma grubunu Antalya ili Alanya ilçesindeki imam hatip ortaokullarında öğrenim gören 271 öğrenci oluşturmaktadır. Verilerin çözümlenmesinde yüzde ve frekans analizleri ile ki-kare analizinden yararlanılmıştır. Çalışmada öğrencilerin çoğunun boş vakitlerini geçirmek ve keyif almak için kitap okudukları; roman, hikâye, masal gibi kurgusal türleri ve macera/polisiye, kişisel gelişim konulu eserleri tercih ettikleri belirlenmiştir. Ayrıca öğrencilerin yabancılardan ziyade yerli yazarları okudukları, dijital araçları ve interneti genel anlamda kitap okuma amacıyla kullanmadıkları da tespit edilmiştir. Bunun yanı sıra öğrencilerin kitapları genellikle kitapçıdan satın alarak temin ettikleri ve baskı hâlinde okudukları, kitap seçiminde en çok kitabın konusuna ve kapağına dikkat ettikleri de ortaya konmuştur. Ayrıca araştırma sonuçları, öğrencilerin kütüphaneye gitme oranlarının düşük olduğunu ve süreli yayınları takip etmediklerini de ortaya koymuştur.

Bu çalışmada PISA 2018 Türkiye verilerinden hareketle öğretmen desteği, okuma öz-yeterliği, okuma alışkanlığı, okuma zevki ve PISA okuma okuryazarlığı performansı arasındaki ilişkilerin incelenmesi ve öğretmen desteği ile motivasyon kaynaklarının PISA okuma okuryazarlığı performansına katkısının belirlenmesi amaçlanmıştır. İlişkisel tarama modeliyle yürütülen çalışmada değişkenlerin PISA okuma okuryazarlığı performansına katkısını belirlemek için hiyerarşik lineer model kurulmuştur. Çalışmanın örneklemi PISA 2018 Türkiye katılımcılarından oluşan on beş yaş grubu 5670 öğrenciden oluşmaktadır. Çalışma sonucunda PISA okuma okuryazarlığı performansı ile okuma öz-yeterliği, okuma alışkanlığı, okuma zevki ve öğretmen desteği arasında pozitif yönde ilişki bulunmuştur. Değişkenlerin PISA okuma okuryazarlığı performansına katkısına bakıldığında okuma öz-yeterliği, okuma alışkanlığı ve okuma zevki, performansın %11,5’ini açıklarken öğretmen desteği ise %1’ini açıklamaktadır. Ulaşılan sonuçlar, ilgili araştırmaların sonuçlarıyla tartışılmış, Türkiye’deki okuma eğitimi ile ilgili önerilerde bulunulmuştur.

Este estudio examina el hábito lector en 7.094 estudiantes universitarios ecuatorianos a partir de encuestas online. Se analiza el hábito de lectura por sexos de las tres áreas geográficas de Ecuador, de la distinción Grado/Posgrado y de las áreas de conocimiento. Se comparan las diferencias en horas de dedicación semanales, número de libros leídos, frecuencia de asistencia a la biblioteca, tipos de lecturas que hacen en ella, número de libros comprados/descargados y porcentaje que ocupa la lectura en el tiempo libre frente a otras actividades en las categorías mencionadas. Los alumnos de Artes y Humanidades y los de Ciencias de la Salud son los que presentan un mejor hábito lector. No obstante, el hábito lector del conjunto de la muestra es bajo, por lo que es necesaria la preparación del profesorado para afrontar esta problemática = This work examines the reading habit of 7.094 Ecuadorian university students through an online survey. They are analyzed according to gender, the three geographic areas of Ecuador, the undergraduate/postgraduate distinction, and the areas of knowledge. Differences are compared in hours spent per week, number of books read, frequency of library attendance, types of reading done there, number of books purchased/downloaded, and percentage spent reading in free time compared to other activities in the mentioned categories. The students of Arts and Humanities and those of Health Sciences are the ones with the best reading habit. However, the reading habit of the sample as a whole is low, which is why the preparation of professors is necessary to face this problem.

Reading is a very important aspect today, which is why it is a recurring topic in research. This study aims to analyze the gender gap in the reading consumption of adolescents and compare the situation in Spain with that of other countries. It addresses, for the first time, the influence of the gender factor on the reading habits of adolescents who have just begun secondary education. This is an empirical study carried out based on the research projects “Determining factors in the reading habits of secondary education students. A study from the variables of the educational context” and “Reading habits in international contexts of Secondary Education students. A study of educational practices to promote reading.” It is based on the hypothesis that reading consumption is conditioned by gender and country-specific educational policies and, therefore, by the place where the study is carried out. To do this, an international sample of students was taken as a reference, made up of a matrix group of Spanish students contrasted with small samples from three different countries that we are interested in comparing with the Spanish context: Portugal, Poland, and Chile. The results have shown that the gender gap in reading is perceived in all the contexts studied and that it increases in contexts with less developed co-education programs; therefore, it is necessary to implement effective policies in the educational field to eliminate the existence of gender stereotypes.

This study was aimed to find out (a) the existing phenomena of students’ reading attitudes, habit, and comprehension achievement, (b) whether or not there was significant correlation among the students’ reading attitudes, reading habits and their reading comprehension achievement, (c) whether or not there was contribution of students’ reading attitudes, reading habit and their reading comprehension achievement, (d) which variable gives the most contribution to the students’ reading comprehension achievement. The data were collected by distributing reading attitude and reading habit questionnaire and testing a reading comprehension for 313 students. The data were analyzed by Percentage analysis, Pearson Product Moment and Regression. The result showed that 1.6% students had very positive reading attitude, 95.9% students had positive reading attitude, 2.5% students had negative reading attitude. In reading habit, 23.1% students had very good reading habit, 72.3% students had good reading habit, and 4.6% students had average reading habit. There was a significant correlation between students’ reading attitude to their reading habit (.365 with sig .000). Significant correlation between either students’ reading attitude or reading habit and their reading comprehension achievement was not found. Based on their semester level, only the eighth semester students’ reading attitudes insignificantly correlate to their reading habits (.134 with sig .233). Meanwhile, only the fourth semester students’ reading attitudes correlate to their reading comprehension achievement (.290 with sig .011). In general, students’ reading attitudes contributed 13.3% to their reading habit. Finally 8.6% of the fourth semester students’ reading comprehension achievement was influenced by the combination of reading attitudes and reading habits.

Reading culture enables people to learn, grow, strive for personal betterment, and pursue innovative goals. The school library has a significant impact on its users' love of reading and serves as a source of inspiration. This study sought to understand how the secondary school section's pupils could develop a reading culture through the use of the school library. The goals were to research how secondary school students use the school library to establish their reading habits and how English language teachers can help students develop their reading habits. The network diagram of the variables' conceptual framework served as the study's compass. The research used a descriptive survey methodology. Conveniently, a school was chosen. In addition, 25 English teachers from the school were identified in order to collect information about how they help pupils develop good reading habits. A total of 80 students from secondary schools were employed in the sample, including 80 students chosen using purposive sampling in the Secondary Section. Both open-ended and closed-ended questionnaires were used to obtain the data. It was determined that students used the library to do their projects, do research, and take notes, but they also visited the library at a distinct time slot once a week when they could read and write reviews. English language teachers had a variety of responsibilities, such as encouraging pupils to read; proposing books to librarians from various genres, and helping students create in-class libraries. The conclusion is that because of their exam-focused curriculum, kids don't have enough time for leisure reading. As a result, schools should add more library time to their class schedules to encourage students to develop a reading habit.

The purpose of this study was to find out how teacher’s reading habits and perception affect students’ literacy. Firstly, the researcher investigated teacher’s reading habits by using Iftanti (2012) questionnaire about reading habits. It is found that teachers have very limited reading habits per day and they didn’t have solid reading habits even they have studied and read English text since junior high school and senior high school. Moreover, teachers’ notion about reading is changing along with the development of technology where teachers tend to find reading source from Internet and read through smartphone rather than books. Secondly, the researcher investigated students’ literacy about interview students’ reading habit at school and home and gave test to measure their ability to comprehend the text. It was found that students’ literacy was low due to their lack of time on extensive reading. Based on the result, it is concluded that teachers’ reading habits gives significant effect on students’ literacy. Teachers hold an important role to build a solid reading habits to increase students’ literacy, specifically in EFL reading. Thus, in order to build that good reading habits, teachers must have their own good reading habits. Teachers need to consistently increase their reading time on daily basis and starts to collect many sources of reading.

Bu çalışmanın amacı, okuma kültürünün geliştirilmesine yönelik aile farkındalık programının (OKGYAFP) çocukta okuma kültürü oluşturmaya yönelik aile yeterliliğine etkisini belirlemek ve ailelerin OKGYAFP deneyimlerinin okuma kültürü oluşturmaya yönelik yeterliliklerini nasıl değiştirdiğini keşfetmektir. Bu nedenle çalışmada karma yöntem araştırma desenlerinden açımlayıcı sıralı karma desen kullanılmıştır. Araştırmanın nicel aşamasında öntest-sontest kontrol gruplu yarı deneysel desen tercih edilmiştir. Nitel aşamasında ise odak grup görüşmeleri yapılmıştır. Araştırmanın nicel boyutunun katılımcılarını Aydın ili Köşk ilçesinde bulunan bir devlet okulunun iki 2. sınıf şubesinin gönüllü velileri (n=30) oluşturmuştur. Nitel boyutunun çalışma grubunu ise araştırmanın deney grubunda yer alan velilerden gönüllü 10 kişi oluşturmuştur. Araştırmada veri toplama aracı olarak Okuma Kültürü Oluşturmada Aile Yeterliliği Ölçeği ve görüşme formu kullanılmıştır. Bu araştırmanın nicel verilerinin analizi için betimsel istatistiklerin yanı sıra tek yönlü kovaryans analizinden (ANCOVA) yararlanılmıştır. Nitel veriler ise içerik analizi yöntemiyle çözümlenmiştir. Araştırmanın bulgularına göre deney grubu velilerinin okuma kültürü oluşumunda aile yeterliliği son test puanlarının anlamlı düzeyde farklılaştığı görülmüştür. Ayrıca OKGYAFP’nin deney grubunu oluşturan veliler üzerinde okuma kültürü ediniminde aile yeterliliği noktasında yüksek etkiye sahip olduğu bulgusuna da ulaşılmıştır. Araştırma sonucunda aileler programın okuma kültürü bağlamında farkındalık oluşturduğunu ifade etmiştir. Katılımcı ailelerin programın sonunda okuma kültürü oluşturmada aile yeterliliği düzeyleri ile programa ilişkin görüşlerinin tam olarak örtüştüğü de görülmüştür.

The key performance indicators of library affairs are carried out by measuring the culture of the people’s love of reading, related to the basis of program preparation, library development strategy, as well as the basis for preparing library policy directions. The high level of love for reading in the community has an impact on the level of welfare of the community. The phenomenon of people’s fondness for reading can be seen from the results of the study of their love of reading with their index value. To increase the love of reading, scientific research standards are needed which are the basis for making decisions or policies. Surveys must be in accordance with scientific principles so that research results can be justified. The high community literacy development index and the reading love index will realize a high community literacy index. Libraries can contribute in measuring the reading love level to measure the community’s reading fondness index, both nationally and regionally, in a comprehensive and precise manner. The results of the study of the level of interest in reading can be used as a reference and guide for the National Library of Indonesia, the provincial library service, as well as the regency/city library in making policy for programs to increase the love of reading for people throughout Indonesia.

الملخص: أهداف البحث: تحاول هذه الدراسة التحقق من تفضيلات القراءة وعادات الأطباء الباكستانيين الشباب. تستكشف الدراسة وقت القراءة، والمصدر المفضل للمعلومات، والمجلات الطبية المفضلة، وطرق قراءة المجلات الطبية. طرق البحث: في الدراسة الحالية، تم استخدام نهج المسح لجمع البيانات. كان مجتمع الدراسة من الأطباء الشباب الذين يعملون في باكستان. تم إرسال استبانة عبر الإنترنت إلى أكثر من 300 فرد من خلال مختلف الأطباء ومجموعاتهم / هيئاتهم المهنية. رد ما مجموعه 155 طبيبا على الاستبانة، وكانت 128 إجابة فقط منها جديرة بتحليل البيانات. النتائج: من 1 إلى 5 ساعات هو الوقت الذي يقضيه 40٪ من المستجيبين في قراءة المجلات المطبوعة. 49٪ أمضوا نفس القدر من الوقت في قراءة المجلات على الإنترنت، و 60٪ في قراءة الأبحاث حول الحالات، و 55٪ في قراءة الصحف. كان ''التعليم الطبي المستمر'' هو المصدر المفضل للمعلومات. كما كانت المجلة الباكستانية لأمراض القلب وجراحة الصدر هي المجلة الطبية المفضلة. وكانت قراءة الملخص والاستنتاج هي الطريقة المفضلة لقراءة مقالات المجلات. الاستنتاجات: الأطباء الشباب في باكستان متحمسون للمشاركة في الأنشطة البحثية وقضاء الوقت في تحديث المعلومات. يقرأ الأطباء الشباب المقالات بشكل منهجي. تُفضل مصادر المعلومات عبر الإنترنت على المصادر المطبوعة. Abstract: Objective: This study attempted to investigate the reading preferences and habits among young Pakistani medical doctors. The reading time, preferred source of information, preferred medical journals, and ways of reading medical journals were explored. Methods: A survey approach was used for data collection. The study participants were young medical professionals in Pakistan. An online survey was sent to more than 300 individuals through various physicians and their professional groups/bodies. A total of 155 responded to the questionnaire, and 128 of the questionnaires were considered worthy of data analysis. Results: Among respondents, 40% read printed journals, 49% read online journals, 60% read case reports, and 55% read newspapers for 1–5 h per week. Continuing medical education was the preferred source of information, and the Pakistan Journal of Cardiology & Thoracic Surgery was the preferred medical journal. Reading the abstract and the conclusion was the preferred way of reading journal articles. Conclusion: Young physicians are enthusiastic in participating in research activities and spending time gaining updated information. Physicians read articles methodically. Online sources of information are preferred over printed sources.

The aim of this study was to compare reading strategies and habits in terms of reading achievement of select age-group participants from the Programme for International Student Assessment (PISA) 2009 and the International Assessment of Adult Competencies (PIAAC) 2015 within Turkey. A cohort design was utilised because it was assumed that reading literacy from PISA and PIAAC were comparable as well as that participants from PISA 2009 would be in the age range of participants at the time of PIAAC in 2015. The participant population selected from PISA 2009 for the current study consisted of 4719 Turkish students (2334 girls, 2385 boys) aged 15 years-old, while those chosen from PIAAC 2015 consisted of 308 Turkish individuals (141 men, 167 women) aged 20-22 years-old. Data analysis was conducted through latent class analysis based on participants’ gender, the number of books in the home, and reading achievement. Results revealed that female participants were more successful than male participants in PISA, whereas male participants outperformed female participants in PIAAC.

This research was conducted to determine the effects of the attitudes towards critical thinking, gender, socioeconomic factors (education level of parents, income level, place of residence) as well as academic success, reading and television viewing habits in predicting the democratic attitudes of the fourth grade students. The research was carried out with the participation of 1066 students studying in the 4th grades of primary schools in the central districts of Diyarbakır in the 2017-2018 academic year. The study is descriptive and has a relational screening model. The "Democratic Attitude Scale" (DAS) developed by Erbil and Kocabaş (2017) was employed to determine the students' democratic attitudes and the "Critical Thinking Attitude Scale" (CTAS) developed by Akar-Vural (2005) was used to measure their critical thinking attitudes. A Personal Information Form was used to get information about the students. As a result of the research, democratic attitudes of the students were found "very good" and their attitudes towards critical thinking were "good". According to the results of the regression analysis, it was determined that all the independent variables of the study predicted the students' democratic attitudes at the level of 17%. It was found that critical thinking attitude scores (2.7%), socioeconomic factors (6.5%), and academic success, television viewing and reading habits (7.5%) significantly predicted the students' democratic attitudes. Considering the regression coefficients, it was seen that gender, maternal education level and reading habits did not contribute significantly to predicting democratic attitudes.

The digital age is reshaping student reading habits, especially in management education, focusing on accessibility, affordability, technology, and mindset. This study examines how digital learning resources affect management students' reading habits, challenging the notion that students should only read textbooks. Despite the widespread availability of online reading materials, only some studies have explored how management students' reading habits are changing. This study used a mixed research design, starting with qualitative interviews with 20 management students to identify themes, which were then used to develop and validate a questionnaire with 20 experts. The questionnaire was then administered to 200 management students from public and private universities in Punjab, India. The findings identified four key factors influencing management students' changing textbook reading habits: convenience, price, technology, and attitude. Regression analysis indicated that attitude was the most significant predictor of changed reading habits, suggesting that promoting a positive attitude towards textbook reading could help counter the impact of digitalization. The study concludes with recommendations for publishers to update content regularly, offer online resources, and consider a hybrid publishing model combining free and premium content to adapt to the digital age and promote inclusive education, aligning with Sustainable Development Goal 4.

The library’s goal is to promote the culture of reading. Not only does the library promote the culture of reading, but also it facilitates access to books for those who love reading. Thus, through the library, its visitors can enjoy not only their lives, but also it allows them to spend their time intellectually. This program has been designed to help people discover the joy of the written word. The primary goal of fostering a love of reading among library patrons is to make it an enjoyable and rewarding pastime. As a result, it is critical to raise awareness about the value of reading for pleasure rather than only learning material for tests and encourage students to make reading a habit. Library Week, which is held each year during the academic session in high school, is one of the ways that libraries can help spread the word about the importance of reading and healthy reading culture. The relevant literature has been assessed in light of the topic by searching both published and unpublished relevant research works. Tylor and Francis Group, ERIC, Emerald, Elsevier, LISA, LISTA, ProQuest Research papers, and Wiley Online Library are addressed as relevant databases. The current study’s findings may also aid in better planning school library services and dealing with the required, complicated, and ever-increasing requirements for book selection, acquisition, and integration. The findings are also aid in the modification and enhancement of educational policy.

In recent years much research on reading competence in different languages has been published in parallel with the interest generated by the results of the PISA and PIRLS reports which were disseminated in the media and which have subsequently garnered the attention of public authorities. Studies that relate reading competence with emotional intelligence, however, are less frequent. This study aims to deepen the relationship between both constructs, using a quasi-experimental longitudinal approach that observes the evolution of 389 high school students in Spain from 16 to 18 years old. Evidence of a direct relationship between reading competence and emotional intelligence was obtained, particularly in the experimental group in which reading habits were stimulated.

The increased presence of adolescents and young people on the Internet has led to an interest in analysing their reading and multimodal practices, which sometimes involve the creation of spaces for reading socialisation in this context and the development of vernacular practices on the Internet (CASSANY, 2012). In this paper, we want to explore this question in greater depth, considering their reading practices on the web and the knowledge that teacher trainees in Primary Education at the University of Extremadura have about the new genres developed in this media context. For this purpose, an ad hoc questionnaire was designed in which the students reported on their reading habits and practices. The results show a scarce knowledge of the genres mentioned and very little consolidated reading habits, which makes it necessary to carry out specific work to reinforce this habit and their knowledge of the different practices.

The aims of this study was to conduct a literacy campaign in a second group of Idolmaster primary schools and to identify factors that hinder and support literacy campaigns. A descriptive qualitative survey was used as the survey form. The subjects of this study were students, principals, and reachers. The data collection methods used by the researchers were observations, interviews, and recordings. Data analysis techniques use Miles and Huberman's qualitative models to reduce, present and draw conclusions from data. It was found that the implementation of the Seggas II Idolmaster Primary School Literacy Campaign is still in the stage of specialization or familiarization. Interviews and observations by researchers confirm this.

IntroductionReading is an attempt to comprehend the writer’s message for personal growth and success in the relevant fields. Thus, psychologists consider it a multifaceted cognitive process of constructing meanings from texts. The present study was conducted to determine the relationships among students’ reading habits, study skills, and academic achievement in English at the secondary level in Punjab, Pakistan.MethodsThe (n = 1614) students enrolled in the science section for the academic year 2019–2020 participated in this descriptive correlational survey, selected from 40 high schools in Lahore, Punjab, Pakistan, through a non-proportionate stratified random sampling technique. The Reading Habits Questionnaire (RHQ) and the Study Skills Scale (SSS) were used to collect data about students’ reading habits and study skills. At the same time, academic achievement was the students’ grades obtained in the ninth class in the subject of English that were determined by the Board of Intermediate and Secondary Education (BISE) Lahore in 2019. Students’ responses were analyzed through descriptive and inferential statistics.ResultsThe results indicated that students have competent reading habits and study skills. The correlational findings showed a strong positive relationship among reading habits, study skills, and academic achievement in English, while moderate positive relationships between reading habits and academic achievement in English. However, regression analysis results were significant, while reading habits and study skills moderately predicted academic achievement.DiscussionIt is implicated that teachers should plan such assignments and tasks based on reflective thinking by considering the role of study skills in academic achievement. Moreover, teachers and school administrators could mutually create timetables for library lessons to build reading habits and study skills among learners.

Teknolojinin kitaba izdüşümü olan e-kitap olgusu modern çağın yeni okuma biçimini oluşturmaktadır. Bu çalışmanın öncül amacı da üniversite öğrencilerinin e-kitap okuma alışkanlıkları olarak belirlenmiştir. Söz konusu amaca ulaşmak için çalışma nitel veri toplama teknikleri içerisinde yer alan, yarı yapılandırılmış görüşme tekniği kullanılarak gerçekleştirilmiştir. Araştırmanın çalışma evrenini, 2019-2020 öğretim yılında Kırıkkale Üniversitesinde öğrenim gören lisans öğrencileri oluşturmaktadır. Araştırmada elde edilen veriler frekans değerleri alınarak tablolaştırılmıştır. Buna göre araştırmada, üniversite öğrencileri arasında e-kitap okuma aracına sahip olma düzeyi oldukça düşüktür. Katılımcıların büyük çoğunluğu okumalarını cep telefonu üzerinden gerçekleştirmektedirler. Buna karşın basılı kitaplar halen en çok tercih edilen okuma araçları olarak yerini korumaktadır. Yine katılımcıların büyük çoğunluğunun e-kitap ya da bilgisayar üzerinden okumalarını kısa aralıklarla yaptıkları ve baştan sona bir kitabı okumadıkları tespit edilmiştir. Ayrıca e-kitabın gözü ve bedeni yorması gibi nedenlerle tercih edilmediği de belirlemeler arasındadır.

Responding to an aging society worldwide and ensuring the physical and mental health of the elderly are important problems that need to be addressed. Thus, this study aimed to improve the quality of providing the spiritual and cultural needs of the elderly and study the internal transmission of reading habits and its effect on the physical and mental health of the elderly. Using the data from China's comprehensive social survey in 2018, this study applied the Probit model and ordinary least squares method to comprehensively estimate the influence of reading habits of the elderly on their physical and mental health. Stepwise regression and bootstrap method were combined to explore the influencing mechanism, and an instrumental variable method was used to solve endogeneity problems. Results indicate that the reading habits of the elderly have a significantly positive effect on their own physical and mental health. Social activity is the positive conduction path, whereas social justice perception and learning willingness are the negative conduction path. Among low-income families, agricultural workers, and the elderly whose household registration is in rural areas, the benefits of reading to the body and mind are more significant. After dealing with endogeneity problems and a series of robustness tests, the conclusion of this paper still holds. Finally, reference policy suggestions are proposed for the follow-up active aging policy, such as promoting reading for all, organizing various social activities, formulating active pension policies for the elderly, and allocating more public resources for vulnerable elderly groups.

Bu çalışma, okuma alışkanlığının ve üstbilişsel yazma stratejileri farkındalığının yazma başarımı üzerinde yordayıcı rolünün olup olmadığını ve bu değişkenlerin açıklayıcılık oranlarının ne düzeyde olduğunu saptamak amacıyla ilişkisel tarama modelinde desenlenmiştir. Araştırma, sekizinci sınıfa devam eden 100 öğrenci ile gerçekleştirilmiştir. Araştırma verilerinin toplanmasında üstbilişsel yazma stratejileri farkındalığı ve ortaokul kitap okuma alışkanlığı ölçekleri ile öğrencilerin oluşturduğu yazılı anlatım metinleri kullanılmıştır. Araştırmadan elde edilen bulgular; yazma başarımının (YB) okuma alışkanlığı (OA) tarafından istatistiksel olarak anlamlı düzeyde yordanmadığı, üstbilişsel yazma stratejileri farkındalık düzeyinin (ÜYSFD) OA tarafından ve YB’nin de ÜYSFD tarafından pozitif yönde istatistiksel olarak anlamlı biçimde yordandığı yönündedir. Açıklayıcılık oranlarına bakıldığında OA’nın YB’ye ait varyansın %21.2’sini; OA’nın ÜYSFD’ye ait varyansın %61.9’unu; ÜYSFD’nin YB’ye ait varyansın ise %34.4’ünü açıklayabildiği görülür. Ayrıca araştırmada OA’nın YB üzerindeki dolaylı etkisi istatistiksel olarak anlamlı bulunmuştur. Sonuçlara toplam etki açısından bakıldığında, YB’nin en baskın yordayıcısının 0.64 toplam etkiyle ÜYSFD olduğu, bunu 0.50 etkiyle OA’nın takip ettiği görülmektedir.

Purpose: Since nowadays study is one of the most important tools of human communication with the world around us, advanced systems not only encourage individuals to study the textbook, but also lead them to free book reading; However, a comparison of statistics of the amount of free book reading shows that the status of study in our country is lower than other developed countries. Having wrong reading habits and a lack of access to books is among the deterrents to free book reading. Therefore, the main problem of this study is whether free book reading skills affect reading habits, attitudes toward reading, and academic achievement of high school male students. Method: This research was carried out by using a half-experimental design consisting of a pretest-posttest on an experimental group and a control group. The statistical population included all male students studying at the Shohadaye Solan School of Hamadan city in the 2017-2018 academic year, numbering 98 students. To select the sample, from all grades, the seventh grade was selected by the purposeful sampling method. The number of students in this grade was 40 and two classes were randomly selected as the experimental and control groups. The study questionnaires included Palsani and Sharma's (1982) study habits questionnaire with a retest reliability of 0.88 and criterion-dependent validity of 0.74 (FereidouniMoghadam and Cheraghian, 2009), and questionnaire of researcher-made attitudes toward reading with the Cronbach's alpha of 0.83. The construct validity of the questionnaires showed the high fit of the model of the research. Academic achievement was also measured by the total grade point average of the students. The first-semester grade point average was used as a pre-test and the second-semester grade point average was used as a post-test. The free book reading skills were taught to the experimental group during 11 sessions (each one lasting 60 minutes) in eleven consecutive weeks and the control group did not receive any training. At the end of the training course, a post-test was performed in both groups. The data was analyzed by using an analysis of covariance using SPSS software version 22. Findings: The results of analysis of covariance indicated that free study has a positive effect on the students' reading habits (F = 7.08, P < 0.05), students' attitudes toward reading (F = 13.61, P < 0.05) and their academic achievement (F = 10.84, P < 0.05). Originality/value: Findings showed that free book reading skills had a significant effect on students 'reading habits, students' attitudes toward reading, and their academic achievement. Free book reading makes students' minds more active by raising their level of thinking. Thus, they will be able to learn the lessons better. Based on the results of this research, the effect of training free book reading skills can be further examined by considering the educational conditions in each grade, findings can also be used in order to enrich the programs related to academic achievement in schools.

This study aims to determine the process of building children's character who likes reading through reading story books. The research objectives are knowing the storytelling process and the benefits of storytelling in building the character of children who love reading. Qualitative research methods with a case study approach. The source of research data is one community leader, two managers of the Taman bacaan Permata Hati, and one person from the education office. Collecting data through interviews with key informants, direct observation of research objects, and literature studies. Test the validity of the data through triangulation. Descriptive data analysis through stages of reduction, presentation, and drawing conclusions. The results showed that the storytelling process to build the character of children who love reading is to set goals, form of storytelling, supporting facilities, storytelling steps, and assessment design.

The introductory part of the paper discusses the changed reading habits of children and young people, conditioned by various factors - the development of modern technologies, the use of the Internet, constant reading of various content from numerous screens, changed thought patterns, "accelerated" time, etc. Such a context leaves little room for reading books and other printed publications, especially the so-called fine literature (fiction). For this reason, our research focus is on the attitude of high school students towards books and reading within the framework of teaching literature, and beyond, in the sphere of private life. The aim is to examine their reading habits and attitudes about books and reading in order to - by comparing the obtained data with the results of the similar research - determine the nature of the changes that have occurred in the meantime, and that new knowledge can be used to create serious, fact-based, methodological strategies for improving the current analyzed situation. The central part of the paper offers the presentation of the research conducted on a sample of 1177 students from 13 high schools in the area of the cities of Niš and Novi Pazar, conducted in late 2018 and early 2019. An anonymous questionnaire was used to collect and then interpret the data on students' family and school habits related to books and reading, their attitude towards school compulsory reading lists, libraries, e-books and online literature, as well as creativity and literature studies.

Background: Coronavirus disease (COVID19) is an ongoing pandemic, which forced governments across the globe to implement confinement measures to limit the spread of the disease. These measures have impacted the daily life and psychological status of people. However, no studies have examined the relationship between changes in psychological status with reading habits during the COVID19 pandemic. Objectives: The study aims at examining the relationship between changes in reading habits and negative emotional states. Method: The psychological status was measured using the Depression, Anxiety, Stress Scales (DASS). In addition, the participants reported changes in four types of reading experiences during COVID19 confinement. These reading types are specialized, general knowledge, story/novels, and religious material. An internet-based survey was used to collect the data among adults. Results: A total of 1711 individuals participated in the study. About 60.0%, 55.1%, 60.5% and 61.0% reported participating in scientific, religious, general, and novel reading, respectively. Additionally, the ANOVA revealed differences (p

Reading habits are an essential aspect for creating a functionally literate society and for its positioning at the global level. In this regard, the aim of this paper is to examine quantities and contents that high school students read, including compulsory reading and other books that do not belong to this corpus. We also tried to examine students’ opinions about ways that could contribute to their motivation to read books, to consider their reading habits keeping in mind the family context and the use of library services, as well as to determine whether reading books is related to gender, academic achievement, the type of school that the students attend, the class and the education of their parents. Students (N=1378) from high schools and secondary vocational schools from several cities in Serbia participated in the research. A questionnaire was used, constructed for the purposes of this study. The results show that adolescents are reluctant to read reading materials contained in the curriculum. The majority of students read books outside of this corpus, and they most often read comics, science fiction, crime and romance novels. More than one fifth of students do not recognise any way that would motivate them to read books. Since there has been no visible improvement in this area in teaching practice over the last decade, it would be desirable to introduce and affirm optional subjects that would contribute to improving the reading habits of high school students (especially in secondary vocational schools). [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 451-03-68/2020-14/200018]

The study entitled “A Study on Reading Habits of the University Students in Nigeria: A Case of Selected Students of Economics Department at the Nile University of Nigeria” analyzed the major factors that hinder regular or systematic reading habits among university students. To determine reading habits, the study examined the concept of reading, its types, reading culture, the importance of reading, and many others through the literature review. Using a carefully-designed questionnaire and non-participatory observations as its research instruments, data was obtained from sixty randomly selected students of the Department of Economics who constituted the population of the study. From the analysis of the data using the quantitative paradigm as the theoretical framework, the findings indicated that there were some linguistic factors responsible for the decline in reading habits among the students included in our target group. The adverse impact of the Internet, the lack of interest, television addiction, and the lack of books made reading difficult. The study concluded by reiterating the importance of reading not just for the individual but the nation at large. Thereafter, the study offered some recommendations to the students, the management of the University, and the government at large.

Okuma ve çalışma alışkanlığınınkazanılmasında ilkokul dönemi çok önemlidir. Türkiye’de ilkokullarda sınıf kütüphaneleri22.8.2001/24501 sayılı okul kütüphaneleri yönetmeliğinin 5. maddesine göreoluşturulmaktadır. Alan yazında ilkokul sınıflarında kitaplıklarınoluşturulması, kullanımı ve işleyişini ele alan yeterli araştırmanın olmadığıgörülmektedir. Sınıf kütüphanelerinin kullanımına yönelik süreci, sınıföğretmenlerinin organize ettiği bilinmektedir. Bu kapsamda araştırmanın amacıilkokullarda görev yapmakta olan sınıf öğretmenleriyle görüşme yaparak sınıf kütüphanelerininoluşturulması ve kullanımına yönelik görüşlerini belirlemektir. Bu araştırma, sınıf öğretmeleriningörüşlerini belirlemeye yönelik nitel bir çalışmadır. Bu bağlamda, araştırmadurum saptamaya yönelik betimsel bir çalışma olup, nitel araştırma teknikleritemel alınarak desenlenmiştir. Araştırmanın çalışma grubunu Sakarya ili Hendekilçesi 8 devlet ilkokullarında görev yapmakta olan 38 sınıf öğretmeni oluşturmaktadır.Araştırmada veri toplamak amacıyla araştırmacı tarafından geliştirilen 12maddelik yarı yapılandırılmış görüşme formu kullanılmıştır. Öğretmenlerile yapılan görüşmelerin içerik analizi yapılmıştır. Araştırma sonucunda hemen her sınıfta sınıfkütüphanesi bulunduğu, sınıf kütüphanesinde genellikle 50-100 kitap bulunduğu,kitapların büyük oranda veli bağışı, öğretmen satın alımı ve önceki sınıftanaktarım yollarıyla temin edildiği, kitapların e-okul sistemine ve kitaplıklistesine kaydedildiği, kütüphane kullanımında etkin olarak sınıföğretmenlerinin ve görevli öğrencilerin görevli aldığı, öğrencilerin genelliklehaftada 1-2 kitap okuduğu, kütüphanenin genellikle öğretmen masasınınarkasında, yanında veya sıraların arkasında yer aldığı, kütüphane kullanımında enönemli sorunun düzensizlik olduğu, kütüphanede en çok hikâye ve masal yer aldığıve öğrencilerin de en çok hikâye ve masal okumayı sevdiği, öğrencilerin kitabıokuduğu genellikle kitapla ilgili sorular sorarak, özet çıkarttırarak ve kitabıanlattırarak anlamaya çalışıldığı edildiği belirlenmiştir.

In the present study, we explore how reading habits (e.g., reading from left to right in French or reading from right to left in Arabic) influence the scanning and the construction of mental models in spatial reasoning. For instance, when participants are given a problem like A is to the left of B; B is to the left of C, what is the relation between A and C? They are assumed to construct the model: A B C. If reading habits influence the scanning process, then readers of French should inspect models from left to right, whereas readers of Arabic should inspect them from right to left. The prediction following this analysis is that readers of French should be more inclined to produce “left” conclusions (i.e., A is to the left of C), whereas readers of Arabic should be more inclined to produce “right” conclusions (i.e., C is to the right of A). Furthermore, one may expect that readers of French show a greater ease in constructing models following a left-to-right direction than models following a right-to-left direction, whereas an opposite pattern might be expected for readers of Arabic. We tested these predictions in two experiments involving French and Yemeni participants. Experiment 1 investigated the formulation of conclusions from spatial premises, and Experiment 2, which was based on non-linguistic stimuli, examined the time required to construct mental models from left to right and from right to left. Our results show clear differences between the two groups. As expected, the French sample showed a strong left-to-right bias, but the Yemeni sample did not show the reverse bias. Results are discussed in terms of cultural influences and universal mechanisms.

The purpose of this paper is to analyse the relationship between the Social Welfare Index and the reading habits of primary school students in Extremadura (Spain). A study has been performed which consists of two parts. First, we conducted 4,288 surveys on reading habits in 87 municipalities. Second, we calculated the social welfare index. The statistical analysis refl ects two conclusions: firstly, educational and socio-economic policies have resulted in equal opportunities that allow for similar social possibilities throughout the territory; secondly, Educational Attainment of parents is the most decisive factor in obtaining the best results in terms of students' reading habits.

The acquisition of the habit of reading is a fundamental issue for primary school pupils, as it contributes to the integral education of the person and, in some cases, may be essential for pupils to remain in the educational system and to escape social exclusion. In order to carry out research on reading promotion in socially disadvantaged contexts, it is necessary to have an appropriate instrument for these profiles. The aim of this work was to adapt and validate a questionnaire on reading habits and preferences that is suitable for pupils in the first cycle of primary education who are at risk of social exclusion. To this end, a mixed qualitative and quantitative methodology was used to analyse the content validity and the construct validity, which obtained, as a result, a high correlation between the variables, an appropriate factor analysis, a high overall reliability of the instrument and, in general, an adequate model to correctly explain the data of the proposed structure. We concluded by obtaining a 22-item questionnaire that is divided into five factors and that will be appropriate for determining the reading habits and tastes of disadvantaged pupils, as well as the influence of families and schools in the task of encouraging reading.

Los abundantes trabajos de investigación acerca de los hábitos de lectura en España muestran una desagregación de municipios y ciudades con escasa muestra geográfi¬ca de sus resultados. Tomando como punto de partida los estudios previos de 2007 realizados por la Fundación Germán Sánchez Ruipérez para Extremadura, nuestro trabajo pretende actualizar y ampliar los datos de hábitos de lectura aplicándolos a la realidad geográfica contemporánea y el grado de ruralidad de la región. Así, en el contexto de una encuesta propia sobre hábitos lectores en Extremadura realizada a 9.212 estudiantes de todos los niveles educativos (Primaria, Secundaria, Universidad) durante el año 2017, este estudio expone y analiza específicamente los datos obteni¬dos sobre los géneros preferidos atendiendo al nivel educativo y sexo de los encues¬tados. El estudio se completa con los datos referidos al CDU de las bibliotecas públicas y escolares de Extremadura. Como resultados más relevantes, los géneros literarios de misterio y aventuras son, en general, los más demandados en todos los niveles educativos. En la Universidad de Mayores se prefieren los de historia. La novela romántica gusta más a las mujeres que a los hombres. El género lírico no atraviesa un buen momento en cuanto a las preferencias de lectura en ninguno de los niveles educativos analizados = The abundant research work on reading habits in Spain shows a disaggregation of munici¬palities and cities with little geographical sample of their results. In this way, taking as a starting point the previous studies of 2007 for Extremadura carried out by the Germán Sánchez Ruipérez Foundation, our work intends to update and extend the data of reading habits by applying them to the contemporary geographical reality and the degree of rurality of the region. Thus, in the context of a survey focused on reading habits in Extremadura responded by 9.212 students of all educational levels (Primary, Secondary, University) during the year 2017, this study exposes and specifi¬cally analyzes the data obtained on the preferred genres according to the educational level and sex of participants. The study is completed with the data to the CDU of the public and school libraries of Extremadura. As a relevant result, the literary genres of mystery and adventure are, in general, the most demanded at all levels of education. In the Senior College, history is preferred. More women than men prefer romantic novels. The lyric genre is not very popular in terms of reading preferences among any of the educational levels analyzed.

The present study was undertaken to examine the causal relationship between family factors and reading literacy among Iranian fourth graders mediated by valuing reading and reading habits of students based on PIRLS 2011 data. To this end, 5758 students (girls and boys) and their parents were sampled. The data from international PIRLS 2011 test as well as two contextual questionnaires (Student Questionnaire and Home Questionnaire) were used and analyzed using SPSS and Amos software. The overall fit of the proposed model was confirmed. Moreover, the proposed model for girls and boys had a desirable goodness of fit into the data. Among the paths, the effects of SES on reading habits of students, SES on reading literacy of students, and reading habits of students on their reading literacy were positive and significant. The chi-square results for girls and boys showed that there was no statistically significant difference between them.

This paper for all intents and purposes is to describe issues and challenges of teaching reading in the EFL classroom. Basically, this paper claims that teaching reading and reading competences are failed to achieve and students get insufficient knowledge and skills through reading. Teaching reading has been colored with problems that make students boring. The problems include: Literacy in general word list vocabulary: Difficult vocabulary terms, Academic vocabulary, Complexity of grammar, Inappropriate texts, Complexity of academic text, Reading habits and culture, Lack of schema activation, Lack of motivation to read, Insufficient preparation in teaching reading. This paper proposes alternative to teaching reading in context of academic purposes in the university level.

Este artículo presenta los resultados de investigación sobre el proyecto editorial dirigido por Germán Arciniegas cuando fue ministro de Educación de Colombia: la colección Biblioteca Popular de Cultura Colombiana. Tal proyecto manifiesta algunas de las líneas editoriales que siguieron las ediciones oficiales en Colombia durante la primera mitad del siglo XX, así como también la manera en la que su editor configuró sus lectores y sostuvo la idea de ampliar el mercado para el libro colombiano. De esta forma, este proyecto editorial contribuyó a la modernización de la industria editorial colombiana, en un momento de transición hacia la profesionalización-especialización del oficio de editor y de escritor en Colombia, y de aumento del público lector. = The collection of the “Biblioteca Popular de Cultura Colombiana” (1942-1952): Extension of the reading public and strengthening of the Colombian publishing field. The current article presents the research results about the publishing project led by Germán Arciniegas, when he was Minister of Education of Colombia: The collection of the “Biblioteca Popular de Cultura Colombiana”. This project shows some editorial trends of the official edition in Colombia during the first half of the twentieth century as well as the way in which the editor configured his readers and supported the idea of expanding the market for Colombian book. In this way, this project contributed to the modernization of the Colombian publishing industry, at a time of transition towards the professionalization-specialization of the function of editors and writers in Colombia, and of an increase of the reading public.

Background: Owing to the dearth of reading practices within the South African literacy landscape, many learners neither engage in productive reading habits, nor exhibit a positive attitude towards English First Additional Language (EFAL) reading. Consequently, many learners experience reading challenges, which negatively impact on their academic performance. Objective: This study investigated the reading habits, attitudes and motivation of Grades 8–10 EFAL learners through the perceptive lens of EFAL teachers. Method: This qualitative study employed a case study design and a thematic data analysis process. The purposively selected sample for the semi-structured interviews consisted of six Grade 8–10 EFAL teachers from two high schools in the Tshwane South district. Results: Teachers believe that learners experience academic challenges because they do not habitually engage with texts, have a negative attitude towards printed text and read only to progress academically. The results further indicated that all these teachers concurred that there is a corresponding relationship between productive reading habits, a positive attitude towards reading and the academic performance of learners. Regrettably, the data analysis reported that the teachers have a pessimistic perception of the EFAL learners’ reading habits, attitudes and motivation to read. More disturbingly, most of the teachers lacked the responsibility for their contribution towards the ongoing demise of productive reading practices among learners in their classrooms. Conclusion: The findings revealed grave implications about learners’ reading habits, attitudes and motivation to read. Alarmingly, one of the most remarkable findings produced by this study is that the teachers themselves harbour negative perceptions about the reading practices of the learners in their classrooms.

Purpose: In digital age, web applications work as machines that swallow time rapidly. A new generation tendency to use these tools for entertaining and information gathering has changed their habits in type of selected materials and reading practices. In other words, although users currently receive information from internet, they have increasingly become superficial readers who have a little interest to read deeply in digital format. This unwillingness not only changes reading habits of young adults but also transforms their web browsing and information processing. The present study aims at the investigation of the effect of digital environment on users’ reading habits. Methodology: We used a case study approach and Survey method was used. Also, questionnaire was used as a data collection tool. The population included all undergraduate students in all disciplines (=1000) who study in “Toos Institute of Higher Education”. 100 students were selected as a sample study based on accessibility principle. Findings: The results indicated that participants commonly believed that internet increases interactive reading (=56 percent), expanded reading (=44 percent), and superficial reading (=49 percent). In contrast, it reduces concentrated reading (=34 percent) and in-depth reading (=28 percent). In addition, internet increases reading in the formats such as news (=63 percent), general knowledge (=85 percent), special literature (=63 percent), and pornography (=42 percent). In contrast, it has no any significant impact on religious literature (=35 percent) and literary literature (=40 percent). Originality/Value: Value of this research lies in its effort to show altered reading habits, methods and formats in digital environment. It can be a useful source for accommodation with new interests and find new methods for deepen reading in these new behaviors.

The main objective of this study was to investigate reading habits in older adults in relation to level and 15-year changes in verbal fluency and episodic recall. We examined a sample of 1157 participants (≥55 years at baseline) up to 15 years after the baseline assessment using latent growth curve modeling of cognitive measures with baseline reading frequency (books, weekly magazines) as a predictor of cognitive level (intercept) and rate of change (slope). Subgroup analyses were performed to investigate the role of an early adult g factor in the association between reading habits and cognitive ability in midlife. Frequent reading of books, but not of magazines, was associated with higher levels of verbal fluency and recall but unrelated to rate of longitudinal decline. Subgroup analyses indicated that the g factor in early adulthood predicted reading and cognitive level in midlife and this factor removed the current association between reading habits and level of cognitive ability (both cognitive factors). The results indicate an enduring relationship between book reading and level of cognitive ability across the adult life span and provide little support of the hypothesis that frequent reading protects against late-life cognitive decline. The extent to which book reading promotes cognitive functioning in childhood/youth remains to be demonstrated. Intervention studies may be useful in this regard.

The importance of getting children off to a good start in reading cannot be overstated. Successful academic performance at primary and secondary school level is partly dependent on the ability to read. It is believed that good learners are those who are proficient in reading. However, many learners are struggling to read and, therefore, struggle to academically succeed in other subjects. The problem of not being able to read transcends negatively on learners’ academic achievements. This study proposes a strategy towards motivating learners in developing better reading habits through the distribution of reading bags. The mixed-method approach was adopted in conducting this study. Learners’ reading strategies were first identified by administering a survey on reading strategies. About 14 student-educators volunteered in distributing the questionnaires at their respective schools during their teaching practice sessions. The questionnaires were distributed to 155 learners who voluntarily participated in the study. Data were analysed using the Statistical Package for Social Sciences (SPSS) software for descriptive statistics. The results indicated that most of the learners use global reading strategies, with the least utilising the problem-solving strategies and the support reading strategies. The researchers recommend the usage of reading bags as a strategy to motivate learners to develop good reading habits, which will then lead to the usage of all three strategies, in particular, the problem reading strategies.

The article investigates the impact of content suitability and reading habits on e-books consumption. It presents and interprets statistical data and numerous surveys' outcome related to the trend-setting book markets in the United States, the United Kingdom, Germany and France. The research focuses on the reading attitudes of the e-book consumers and reveals some of their specific preferences. Based on recent sales statistics, the most successful e-book product categories are identified. Differently from the usual interpretation of the readers' alternative choice between print book and e-book, the study indicates the content related preferences of the e-book readers. The article presents the content suitability for the e-book format as a key success factor on the digital book market.

This paper is about the impact of systematic reading selection used to promote English as foreign language learning in adult students. A qualitative action research methodology was used to carry out this project. Ten class sessions were designed to provide students an opportunity to select texts according to criteria based upon their language levels and personal/professional interests. The findings align with three categories of influence: motivation, engagement, and contextualization/interpretation of readings. The main objective of this project was to see how the students’ text selection processes, guided by systematically designed criteria and elaborated strategies, influenced learning and acquisition in terms of motivation, perceptions, and opinions towards reading in English.