Assessing the Influence of Reading Attitudes and Habits on the Reading Skills among Primary School Children

Lane E. Sabas

doi:10.36948/ijfmr.2026.v08i03.79680

Assessing the Influence of Reading Attitudes and Habits on the Reading Skills among Primary School Children

Author(s)	Lane E. Sabas
Country	Philippines
Abstract	This study investigated the influence of reading attitudes and reading habits on the reading skills of Grade Three learners in a public elementary school in Cebu, Philippines, during the School Year 2025–2026. A quantitative descriptive–correlational research design was employed to describe learners’ profiles, determine their levels of reading attitudes, reading habits, and reading skills, and examine the relationships among these variables. The respondents were the parents of ninety (90) Grade Three learners, selected through purposive sampling to ensure representation across all Grade Three sections. Data were gathered using a researcher-adapted questionnaire on reading attitudes and reading habits, a researcher-prepared checklist for learner profile, and the Philippine Informal Reading Inventory to assess reading skills. Statistical treatments included frequency count, percentage, weighted mean, standard deviation, and Pearson Product–Moment Correlation Coefficient. Findings revealed that learners generally exhibited neutral reading attitudes and very satisfactory reading habits. However, most learners demonstrated weak reading skills, with a majority classified as halting and word-for-word readers. The tests of relationship showed that reading attitudes and reading habits were not significantly related to reading skills. These results indicate that favorable attitudes and habits alone do not guarantee improved reading proficiency without structured instructional support. The study concludes that reading skill development among Grade Three learners requires targeted, skill-focused interventions beyond motivation and habitual engagement. It is therefore recommended that the proposed Reading Skills Enhancement Plan be implemented to strengthen explicit reading instruction, provide systematic remediation, enhance teacher capacity, engage parents in guided home reading, and institutionalize monitoring and evaluation of learners’ reading progress.
Keywords	Early Childhood Education, Reading Habits, Reading Attitudes, Reading Skills, Primary School Learners, Descriptive–Correlational Research, Cebu, Philippines
Field	Sociology > Education
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-06-14
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.79680

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Assessing the Influence of Reading Attitudes and Habits on the Reading Skills among Primary School Children

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