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This article analyzes the impact of the Internet on college students’ reading habits and preferences, emphasizing that short reading, micro-reading, and miscellaneous reading have become trends. The article discusses the intelligent transformation of libraries, proposes strategies such as enhancing resource publicity, strengthening academic resource construction and providing personalized services, and analyzes the effect of brilliant reading promotion assessed by WeChat Communication Index (WCI). The results show that reading speed in the virtual reality environment is significantly faster than in the traditional environment, but deep comprehension takes longer. The time spent by mobile college students on entertaining videos, WeChat public numbers, etc. reached a ratio of 0.6740 and 0.5637. PC students spent more time on professional academic journals, academic MOOC videos, etc. The results of the WCI index for March-September 2022 showed that the WCI before the beginning of the school year was 176.23, and the highest in the middle of the semester reached 387.63, which proved the effectiveness of the intelligent transformation of the Library. The article demonstrates college students’ new trend of reading behavior in the Internet era and the effectiveness of Library coping strategies.

Parents play an effective role in inculcating reading habits among their children because they are the first and main strength to boost and stimulate learning potential by developing the constant habit of reading. The major objective of this study was to know the parent's perception about the effect of leisure reading on the overall educational performance of their child and determine the parental comparative reading role in behavioral, communication and academic development of the children. The population comprised of parents of those students who were studying from 6th to 8th grades in private schools based at Lahore, Pakistan. Before visiting schools for data collection, prior permission was taken from the principals of the concerned schools. Parent's voluntarily participated in the survey. Findings of the study showed that parent's reading with their child has a positive impact on the educational attainment of their child. Parents play an equal role in b`ehavioral and communication development; however, mother play more active role in the academic development of the child as a compared father, sibling and legal guardian.

The present study aimed to investigate the cross-linguistic effect of L1 vocabulary, reading motivation and habits on L2 vocabulary, reading motivation and habits. In this respect, proposing a model, the study aims to contribute to foreign language education and research. The data was collected through vocabulary size tests, reading motivational scales, and reading habits questionnaires from 490 participants from four different state universities. The proposed model was analyzed with the PLSSEM technique as the complex theoretical model suggested. The results revealed that L1 vocabulary size and reading efficacy were the two predictors of L2 vocabulary size; however, L1 vocabulary size was the best predictor. Whereas L1 reading habits explained L1 vocabulary size, L2 reading habits did not predict L2 vocabulary size. Although participants' most highly endorsed reading motivational dispositions in L1 and L2 differed, only intrinsic reading motivation explained reading habits in L1 and L2. Moreover, L1 reading motivation and habits statistically significantly predicted L2 reading motivation and habits. In this respect, the study suggests that L1 vocabulary size and reading habits are essential in developing L2 vocabulary size and reading habits.

This study investigates reading habits amongst undergraduate students. Thus, the study discovered among others, the meaning of reading and the types of reading habits usually engage in by undergraduate students. To achieve this study, four (4) research objectives and from which the research questions were derived were formulated and they are: to ascertain the time spent by undergraduate students in reading; to identify the various reading habits of undergraduate students; to determine the factors affecting the reading habits of undergraduate students; to know the effect reading habits has on undergraduate students. The study adopted a descriptive research method which gives room for the collection of data through questionnaire. The data collected were presented using frequency distribution, tables, figures and percentage. Data collected were also interpreted and analyzed to arrive at the findings of the study. The study discovered among others, that the respondents spent majorly two to four hours (2-4) in reading; also it indicated that series of assignment, personal busy schedule, poor lightings, poor library environment, parental socio-economic status and inadequate books are majorly the factors that affect the reading habits of the respondents either positively or negatively by the respondents again, it revealed that good reading habits helps to boost ones reading speed, widens ones experiences and knowledge, makes one to keep abreast of what is happening per time, it serves as a means of entertainment and above all, it brings about good performance in a given task. The study was concluded by given recommendations to the above findings so as to have good reading habits or culture.

This article investigates the relationship between teachers' personal reading habits and their instructional practices. Teachers responded to a questionnaire that revealed their attitudes toward reading, the amount of time they spent reading per day and the kind of literacy practices that they used in their classrooms. Results indicate: (1) while most teachers value reading as a leisure time activity, only about half read for pleasure on a daily basis, (2) teachers who read more than 30 minutes per day use a greater number of best practice strategies, (3) teachers who value reading the most tend to share insights from their own personal reading, and (4) teachers who read for pleasure use both intrinsic and extrinsic types of motivation.

Purpose--The purpose of this study is to inspect the mobile reading behaviors and readers' content predilection in Hyderabad city, India and to find out the interrelated problems. Design/methodology/approach--This study used a survey method and questionnaire tool for collecting data. Simple random sampling technique is employed to determine the sample population. SPSS software is used for analyzing data, independent t-test and One-Way ANOVA tests are conducted to test the stated hypotheses. Findings--The findings from t-test results discloses that there is a significant difference concerning males and females in term of reading e-books (t-value = -2.570, p-value = 0.011), particularly stories/novels (t-value = -4.021, p-value = 0.001), and time spent for emails (t-value = -3.394, p-value = 0.001). Also there is a significant difference concerning occupation and in terms of reading online magazines (t-value = -2.181, p-value = 0.033), e-books (t-value = -2.357, p-value = 0.019), stories/novels (t-value = -3.423, p-value = 0.001), and time spent on emails (t-value = -2.151, p-value = 0.032). The ANOVA test results shows that online news has significant difference (F-value = 2.727, p-value = 0.030) in term of age groups and used of e-books (F-value = 4.149, p-value = 0.007), using emails (F-value = 2.807, p-value = .040), movie reviews (F-value = 5.738, p-value = 0.001) and comic strips or jokes (F-value = 5.896, p-value = 0.001) have significant difference in term of their educational qualification(s). Originality/value--This paper help to comprehend the choice of reading a different type of contents based on demographic dissimilarities. Keywords--Reading, Reading habits, Mobile reading habits, Type of contents, Purpose of mobile reading. Paper type--Research paper

This study examined the recreational reading habits of 10- to 12-year-old students enrolled in one of the nine Gifted Education Program (GEP) schools in Singapore. A total of 125 students were surveyed regarding the time they spent on recreational reading, and the top and bottom 10% were labeled Highly Avid Readers (HAR) and Less Avid Readers (LAR), respectively. The 24 readers from the HAR and LAR groups subsequently participated in Focus Group Discussions (FGDs), which revealed that the two groups differ considerably in terms of their ideations about reading, perception of themselves as readers, and the time they devote to reading, as well as parental influences in reading. Results, which are interpreted using Bronfenbrenner’s Ecological Theory framework, indicate more can be done in both home and school settings to encourage recreational reading. Insights and recommendations are offered in light of this.

In this research, it was aimed to analyze the effects of reading attitudes and reading anxiety of middle school students reading habits through structural equation modeling. The study group, which was formed by simple random sampling in the research conducted by the relational screening model consists of 341 students who were studying on 5th, 6th, 7th and 8th grades. In the collection of the data, “Reading Anxiety Scale (Melanlıoğlu, 2014)”,”Reading Attitude Scale (Çakıroğlu & Palancı, 2015)” and “Secondary School Reading Habits Scale (Tok, Küçük, & Kırmacı, 2015)” were used. Data were analyzed by structural equation modeling and SPSS 23 and AMOS  22.0 software were used for the analysis of data. As a result of the research, it was determined that and the reading anxiety and the attitude in which the hypothesis model was valid directly and significantly affected the reading habits. It has been determined that reading anxiety and reading attitude were the most dominant predictor of reading habits, as well as explaining 42% of reading habits, and that reading habits were both directly and indirectly influenced by reading anxiety and they were directly influenced by reading attitude. Bu araştırmada, yapısal eşitlik modellemesi yoluyla ortaokul öğrencilerinin okuma kaygısı ve okumaya ilişkin tutumlarının ve okuma alışkanlığına etkisinin incelenmesi amaçlanmıştır. İlişkisel tarama modeliyle gerçekleştirilen araştırmada basit seçkisiz örnekleme yoluyla oluşturulan çalışma grubu; 5, 6, 7 ve 8. sınıfta öğrenim göre 341 öğrenciden oluşmaktadır. Verilerinin toplanmasında “Okuma Kaygısı Ölçeği (Melanlıoğlu, 2014)”, “Okumaya Yönelik Tutum Ölçeği (Çakıroğlu ve Palancı, 2015)” ve “Ortaokul Kitap Okuma Alışkanlığı Ölçeği (Tok, Küçük ve Kırmacı, 2015)” kullanılmıştır. Veriler yapısal eşitlik modellemesiyle çözümlenmiş olup, verilerin analizlerde SPSS 23 ve AMOS 22.0 yazılımları kullanılmıştır. Araştırma sonucunda hipotez modelin geçerli olduğu; okuma kaygısı ve okumaya ilişkin tutumun, okuma alışkanlığını doğrudan ve anlamlı olarak etkilediği tespit edilmiştir. Okuma kaygısı ve okumaya ilişkin tutum, okuma alışkanlığının %42’lik kısmını açıklamakla birlikte okuma alışkanlığının en baskın yordayıcısının okumaya ilişkin tutum olduğu; okuma alışkanlığının, okuma kaygısı tarafından hem doğrudan hem dolaylı olarak, okumaya ilişkin tutum tarafından ise doğrudan etkilendiği belirlenmiştir.

This paper discusses the trends in reading habits of students from school level to higher (College and University) levels of education through the review of related literature. It reveals the different choices of reading materials, the time spent on reading, the purpose of reading and the most preferred place for reading when the students are at different levels of education. It also highlighted the factors which affect and motivate the reading habits of the students.

Book giveaway programs provide free books to families with infants to encourage caregivers to begin reading to their children during infancy. This meta-analysis of 44 studies retrieved from 43 articles tests the effects of three major book giveaway programs: Bookstart (n = 11), Reach Out and Read (n = 18), and Imagination Library (n = 15). Effect sizes were aggregated within two domains-home literacy environment and literacy-related behavior and skills-before being averaged across studies. The findings corroborate the assumption that book giveaway programs promote children's home literacy environment (d = 0.31, 95% CI [0.23, 0.38], k = 30), which subsequently results in more interest in reading and children scoring higher on measures of literacy-related skills prior to and during the early years of school (d = 0.29, 95% CI [0.23, 0.35], k = 23). [Author abstract]