In general, there is a scarcity of research aiming to determine the correlation between students’ reading habits and achievement through the role of study skills at any academic level. Second, there are methodological identities that lead to dubious findings not confirming the influence of reading habits and study skills on academic achievement ( Goel, 2014 Lawrence, 2014 Quadir and Chen, 2015 Sherafat and Murthy, 2016 Ameyaw and Anto, 2018 Silverrajoo and Hassan, 2018 Balan et al., 2019 Hassan et al., 2021). At the same time, previous researchers focused on university level students’ reading habits. However, students’ reading habits and study skills may be initiated from the school level enabling the individuals to grow in competence, comfort, and understanding of the audience. A few addressed Eastern countries restricted to the university level ( Demir et al., 2012 Davarci, 2013 Dilshad et al., 2013 Erguvan, 2016 Alzahrani et al., 2018 Porkaew and Fongpaiboon, 2018 Thamarasseri, 2018 Ameyaw and Anto, 2019 Ehsan and Sultana, 2020 Tonka and Bakir, 2020 Mirza et al., 2021 Nguyen Thi Thu, 2022). First, the researchers mainly focused on the influence of reading habits and study skills on academic achievement separately in Western countries ( Bhan and Gupta, 2010 Sabbah, 2016). While the effective study makes one narrate in their way using the stipulated meanings of the words and terms, the researchers take up for explanation and clarity ( Biyik et al., 2017).Īccording to the available literature, students’ reading habits and study skills have been of great importance for decades while several deficiencies were found in previous studies, thus researchers considered few of them that are related to the study context. Thus, compelling reading depends on readers’ behaviors, known as study skills that enable them to conceptualize the new knowledge effectively ( DiPerna and Elliott, 2000 Habibu and Ejembi, 2011 Gormley et al., 2018 Naqvi et al., 2018 Iheakanwa et al., 2021). Therefore, Walia and Sinha (2014) specified that reading habits require complex skills, such as perceiving a message, skimming and scanning information, and understanding the context. Palani (2012) distinguished that reading is an instrument used to exchange information, while reading habit is an academic activity that enables students to benefit from reading materials. (2015), Oyewole (2017), Al-Jarf (2019) recognized that the importance of reading in learning could not be ignored because it is an emancipatory tool that releases students’ academic frustration, ignorance, and destitution. Hence, Erdem (2015) and Pretorius and Klapwijk (2016) quantified that reading is essential to success because it starts from the commencement of school and continues throughout the lifetime.įischer et al.
However, Chotitham and Wongwanich (2014) conjectured that reading helps to develop critical and judgmental thinking abilities used to solve problems by conceptualizing context. (2021) directed that reading is an active part of life that is not just about pleasure when needed.
An individual reads for numerous reasons, i.e., knowledge development, recreation, joy, relaxation, and so on ( Whitten et al., 2016). Knowledge gained through reading is vital for the cognitive, behavioral, and attitudinal development of learners ( He, 2014 Baffoe and Okae-Anti, 2020 Hassan et al., 2021) because it is a person’s ability to enhance information and comprehend the words effectively ( Sabbah, 2016 Al-Jarf, 2019).
0 kommentar(er)
