International Journal of Research Studies in Education
Special Luminary Issue
2025
Volume 14 Issue 4
Available Online: 20 February 2025
Author/s:
Cosico, Kate Tria C.*
De La Salle Integrated School, Philippines (kate.cerenado@dlsu.edu.ph)
Malonzo, Rouselle V.
Harmony Science School, USA (rmalonzo@harmonytx.org)
Abstract:
There has been a growing interest in exploring the relationship between reading habits and silent reading comprehension. However, research specifically focused on these factors among Grade 6 students in private schools in the Philippines still needs to be completed. Consequently, this study aimed to investigate the associations between reading habits and silent reading comprehension among Grade 6 pupils at the University of Perpetual Help System in Biñan City, Laguna. Utilizing a cross-sectional correlational design, the study selected a sample of 56 students through stratified sampling techniques. The findings reflected generally positive reading habits among the students, yielding an average score of 2.55 on a 4-point Likert scale. Regarding silent reading comprehension, 76.8% of the students were classified at the independent level, while 23.2% were categorized at the instructional level. An r-value of -0.52 and probability value of 0.703 showed that there is a negligible correlation and was higher than 0.05 significance level. Based on the study findings, it was concluded that Grade 6 pupils have a reading habit, though on a moderate level. Most Grade 6 pupils are independent silent readers; the rest still need instructional support to develop comprehension. Overall, the respondents’ level of silent reading comprehension does not depend on their reading habits.
Keywords: habits, reading habits, reading comprehension, silent reading comprehension
DOI: https://doi.org/10.5861/ijrse.2025.25833
Cite this article:
Cosico, K. T. C., & Malonzo, R. V. (2025). Understanding the connections between reading habits and silent reading comprehension and enhancing the academic success of students. International Journal of Research Studies in Education, 14(4), 33-42. https://doi.org/10.5861/ijrse.2025.25833
* Corresponding Author