Reading habits of learners: patterns, preferences, and influences

This study explored the reading habits of Grade 7 learners at Sta. Maria Integrated School in Tagbina, Surigao del Sur, specifically focusing on their reading patterns, preferences, influences, and performance levels. Using a descriptive research design, data was collected from 76 identified least learned Grade 7 students through questionnaires, interviews, focus group discussions, and structured observations. The study revealed moderate reading frequency (WM=3.15) and duration (WM=3.4), with stronger engagement in reading activities (WM=3.65) than in consistent reading habits. Students demonstrated preferences for comics, religious texts, and quiet reading environments like libraries. The strongest influences on reading habits were personal motivation and interest (WM=3.78) and access to reading materials (WM=3.71), while digital distractions emerged as the most significant challenge to sustained reading. Reading performance assessments indicated adequate comprehension (WM=3.14) and fluency skills (WM=3.10), but only satisfactory vocabulary development (WM=2.78). A significant relationship was found between reading habits and reading performance, with institutional support programs like "Catch-Up Friday" showing positive impact on reading consistency. Based on these findings, a structured intervention program is recommended to address digital distractions, enhance parental involvement beyond verbal encouragement, and strengthen vocabulary acquisition through interest-driven reading activities.