Reading Habits and English Language Achievement among Grade Six Students in a Nepalese Community School: A Correlational Study

Abstract

Reading gives learners opportunities to encounter vocabulary, sentence patterns, and ideas beyond those presented in lessons. This study examined the reading habits of Grade Six students and the association between their reading habits and English language achievement at a community school in Makwanpur district, Nepal. A quantitative, non-experimental correlational design was used. The study included all 39 students enrolled in Grade Six at the participating school. Data were collected through a structured questionnaire on reading habits and English examination scores obtained from school records. Frequencies, percentages, means, standard deviations, and Pearson’s product–moment correlation were used to analyse the data. Textbooks were the most commonly selected reading material (35.9%), followed by storybooks (25.6%) and online materials (20.5%). Reading three to five days per week was the most frequently reported routine (35.9%), while 25.6% of students reported reading every day. The mean reading-habit score was 3.23 (SD = 0.74). A positive and statistically significant correlation was found between reading-habit scores and English examination scores, r(37) = 0.64, p < 0.001. The findings indicate that students who reported stronger reading habits tended to achieve higher English examination scores. The study highlights the importance of providing regular opportunities to read accessible English materials in basic-level education.