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Investigating the Effectiveness of ESL Learners’ Reading
Habits on their Writing Skill at Higher Secondary School
Level
Master of Philosophy in English Linguistics
Name: Humera Anwar
Registration No: HUSS19151018
Session: 2019-2021
Department of Humanities and Social Sciences
Faculty of Natural Health,Humanities andSocial Sciences
Khwaja Fareed University of Engineering
and Informational Technology
Rahim yar khan
July, 2021

ii
Investigating the Effectiveness of ESL Learners’ Reading
Habits on Their Writing Skill at Higher Secondary School
Level
By
Name: Humera Anwar
Registration No: HUSS19151018
A thesis submitted in partial fulfillment of the requirement for degree of
Master of Philosophy in English Linguistics
Supervisor: Dr. Samina Sarwat
Department of Humanities and Social Sciences
Faculty of Natural Health,Humanities and Social Sciences
Khwaja Fareed University of Engineering
and Information Technology
Rahim Yar khan
July, 2021

iii
Declaration
I hereby declare that my MS thesis titled” Investigating the Effectiveness of ESL
Learners’ Reading Habits on Their Writing Skill at Higher Secondary school Level” is
my own work and has not been submitted to anyone for the purpose of receiving a
degree from Khwaja Fareed University of Engineering and Information Technology,
Rahim Yar Khan or anywhere else in the Pakistan or the world. The university has the
power to revoke my MS degree at any moment, even after my thesis defense, if my
declaration is shown to be false.
Rahim Yar Khan, on June 05, 2021

iv
Plagiarism Undertaking
I solemnly swear that study work presented in the thesis titled” Investigating the
Effectiveness of ESL Learners’ Reading Habits on Their Writing Skill at Higher
Secondary School Level” is entirely my own work, with no substantial contribution
from anybody else. Small contribution has been gratefully acknowledged,andthe entire
thesis has been authored by me. I am aware of the HEC and Khwaja Fareed University
of Engineering and Information Technology, Rahim YarKhan zero-tolerance plagiarism
policy. As a result, I, as the author of the above- mentioned thesis declare that no part
of it has been plagiarized, and that any material utilized as a reference has been properly
cited. I agree that if I am found guilty of any formal plagiarism in the above-mentioned
thesis after receiving my MS degree, and the University reserves the rights to withdraw
or revokemyMS degree, and thatHEC and the University reserve theright to publish my
name on the HEC/University Website alongside the names of students who submitted
plagiarized thesis.
Rahim Yar Khan, on July,2021
Humera Anwar
HUSS19151018

v
Certificate of Approval
This is to certify that Humera Anwar conducted the research described in this thesis, titled” Investigating the
Effectiveness of ESL Learners’ Reading Habits on Their Writing Skill at Higher Secondary School Level”
under the supervision of Dr. Samina Sarwat . This thesis is submitted in partial completion of the requirement
for the degree of Master of Philosophy in English Linguistics at Khwaja Fareed University of Engineering and
Information Technology, Rahim YarKhan.
External Examiner Signature and Date
Supervisor Signature and Date
Head of Department Signature and Date
Dean of Faculty Signature and Date

vi
Acknowledgments
Foremost, I am grateful to Allah Almighty for providing me the strength to complete this
study. Then I would to express my sincere gratitude and wholehearted appreciation to my
supervisor Dr. Samina Sarwat for her support and guidance throughout this study. I once
again thank her for their kindness, courage, and appearance in every step of the way.
Without her constant support and guidance, this work /thesis could not have been completed.
I would also like to thank my great Father, Mother and Siblings whose support, care,
encouragement and love helped me a lot to complete this thesis. Finally, I
acknowledge and thank my family, colleagues, and friends whose role was
considerably remarkable in the completion of this thesis/research. The process of
creating, conducting the experimental investigation, and writing up this thesis entails
putting in a lot of effort. Without Professor’s excellent guidance and support, I would
not have been able to finished this thesis.
HUMERA ANWAR

vii
Abstract
Reading and writing are considered the two important skills of any language. They are
integrated with each other and necessary for the success of ESL learners in their learning
process. Reading habits are very helpful for ESL learners to enhance their knowledge and
comprehension in their relevant field of subjects. Many Scholars said a good reader could be
a good writer. This study will set out to investigate the effectiveness of ESL learners’ reading
habits on their writing skills at HSS level. The sample of study is consisted of one hundred
and fifty participants form public and private schools at District Rahim Yar Khan. The
researcher will adopt quantitative and qualitative research methodology for the current study.
Questionnaire will contain 20 contents and Interview will contain 5 questions. The data will
be analyzed statistically on SPSS and will be interpreted the results of the obtained data.
Keywords: Reading, Writing, Effectiveness ESL Learners, Investigate.

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Contents
Declaration...............................................................................................................................iii
Acknowledgments ...................................................................................................................vi
Abstract...................................................................................................................................vii
Introduction.............................................................................................................................1
1.1 Significance of the Study.................................................................................................4
1.2 Conceptual Framework....................................................................................................5
1.3Statement of the Problem..................................................................................................5
1.4 Research Questions..........................................................................................................6
1.5 Research Objectives.........................................................................................................6
1.6 Limitations of the Study...................................................................................................6
1.7 Ethical Considerations .....................................................................................................6
1.8 Organization of the Study...............................................................................................6
Literature Review ....................................................................................................................7
2.1 Reading in ESL Contexts.................................................................................................7
2.2 Reading Habits.................................................................................................................7
2.3 The Advantages of Reading Habit...................................................................................9
2.3.1 Helps the mind performs effectively.........................................................................9
2.3.2 Develop a good vocabulary ......................................................................................9
2.3.3 Boost intellectual curiosity ......................................................................................10
2.3.4 Habit of reading means psychological activity........................................................10
2.3.5 Helps readers to have positive mind........................................................................10
2.4 Factors Influencing Reading Habit .................................................................................10
2.4.1 Peer influence...........................................................................................................10
2.4.2 Persona; interest.......................................................................................................10
2.4.3 The library’s condition.............................................................................................10
2.4.5 Library’s reading resource ......................................................................................11
2.4.6 The Indicators of Reading Habit.............................................................................11
2.5 Significance of Reading Habits .....................................................................................11
2.6 Reasons for Reading .......................................................................................................13
2.7 Leisure Reading ..............................................................................................................14
2.8 The influence of parents, teachers and the environment.................................................14

ix
2.8.2 English Teachers.....................................................................................................16
2.8.3 Parents.....................................................................................................................17
2.8.4 Environment............................................................................................................17
2.8.5 Material...................................................................................................................18
2.9 Influence of Reading Habits Among Students...............................................................21
2.10 Importance of Reading to Students..............................................................................21
2.11 Association of Reading and Writing............................................................................22
2.11.1 Rhetorical relations approach ...............................................................................23
2.12 The Advantages of Reading Habit...............................................................................24
2.12.1 Develop a good vocabulary ..................................................................................24
2.12.2 Boost intellectual curiosity ...................................................................................24
2.12.3 Habit of reading means psychological activity.....................................................24
2.12.4 Helps readers to have positive mind.....................................................................24
2.13 RELATED THEORIES...............................................................................................24
2.14 Modern reading approaches: cognitive views and metacognitive views.....................26
2.14.1 Traditional reading approaches: reading by the ear/eye .......................................27
2.14.2 Pre-reading and ‘during’ reading activities...........................................................28
2.14.3 Pre-reading activities ............................................................................................28
2.14.4 ‘During’ reading activities....................................................................................29
2.15 Quality of reading ........................................................................................................29
2.16 Reading ON SCREEN VS. PAPER.............................................................................30
2.17. Factors Effecting Reading habits among ESL Learners.............................................30
2.18 Differences of Reading habits in Males & Females Students......................................31
2.19 Reading Habit and Writing Skill of College Students.................................................36
2.20 General Concept of Writing Ability ............................................................................36
2.21 The characteristics of writing.......................................................................................37
2.22 Writing steps................................................................................................................38
a.Ideas Exploring .............................................................................................................38
b. Prewriting.....................................................................................................................38
c. Organizing...................................................................................................................38
d.A First Draft Writing ...................................................................................................38
e.Updating the draft ........................................................................................................38
f.Processing the Final Copy............................................................................................39
2.23 Impact of Reading Comprehension on Writing...........................................................40
2.24 Reading and Writing Practices.....................................................................................41
2.25 Writing as a basic skill.................................................................................................42
2.27 Dimensions of writing..................................................................................................42

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2.27 The Significance of Language Skills ...........................................................................43
2.28 The Role of Reading in Language Development.........................................................44
2.29 Comprehension of Reading..........................................................................................46
2.30 Cognitive Development through Writing ....................................................................47
2.31 Assistances of Writing.................................................................................................48
Research Methodology ............................................................................................................51
3.1 Research Design...............................................................................................................51
3.2 Data Collection Tools ......................................................................................................51
3.2.1 Questionnaire................................................................................................................51
3.2.2 Interview ...................................................................................................................52
3.3 Population of the Study....................................................................................................52
3.4 Sample of the Study.........................................................................................................53
3.5 The Pilot Study ................................................................................................................53
3.6 Data Analysis Procedure..................................................................................................53
3.7 Limitations of the Study...................................................................................................54
3.8 Ethical Considerations .....................................................................................................54
4 Data Analysis and Results ......................................................................................................55
4.1 Data Analysis...................................................................................................................55
4.2 Results and Analysis of data............................................................................................55
4.2.1 The Results of Questionnaire....................................................................................55
4.2 Results of the Interview ...................................................................................................63
4.2.1 Analysis of the results of the Question ....................................................................70
5 Findings, Discussions, Conclusions and Recommendation...............................................72
5.1 Findings and Discussions of Attained Data of Questionnaire .........................................72
5.1.1 To Find out the Relationship between Reading and Writing....................................72
5.1.2 The Effectiveness of Reading Habits on ESL learners Writing skills......................73
5.2 Findings of Obtained Data through Interview from Teachers related to Research
Questions................................................................................................................................74
5.2.1 To Find out the Relationship between Reading and Writing....................................74
5.2.2 The Effectiveness of Reading Habits on ESL learners Writing skills......................74
5.3 Conclusions.....................................................................................................................75
5.4 Recommendations..........................................................................................................75
References.................................................................................................................................77

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List Of Tables
Table 4.2.1 Students Opinion About Importance Of Reading Habits On Writing Skills Of
Esl Learners. 55
Table 4.2.1. 2 Respondents’ Opinions About Esl Learners’ Maximum Use Of Time In
Reading Or Writing. 56
Table 4 .2.1.3 Respondents Opinion About The Laborious Feature Of Writing Skills. 56
Table 4.2.1.4 Respondents’ Opinions About The Preference Of Reading On Writing. 56
Table 4.2.1. 5 Respondent Opinion Of The Importance Of Writing Skills. 57
Table 4.2.1.6 Respondent Opinion About Reading As A Helping Tool. 57
Table 4.2.1.7 Respondent Opinion About Their Interest In Reading. 58
Table 4.2.1.8 Respondent Opinion About Improvement Of Vocabulary. 58
Table 4.2.1.9 Respondents Opinion About Reading As A Hobby. 58
Table 4.2.1.10 Respondents Showed Their Opinion About Books As A Gift. 59
Table 4.2.1.11 Respondent Opinion About Visit To Library. 59
Table 4.2.1.12 Respondent Opinion About Seeking For Guidance In Reading. 59
Table 4.2.1.13 Respondent Opinion About Trust On Books. 60
Table 4.2.1.14 Respondent Opinion About Pleasure Of Literature Reading. 60
Table 4.2.1.15 Respondent Opinion About Reading For Profession. 61
Table 4.2.1.16 Respondent Opinion About Encountering Unfamiliar Parts. 61
Table 4.2.1.17 Respondent Opinion About Curiosity Of New Vocabulary /Information. 61
Table 4.2.1.18 Respondent Opinion About Understanding Of New Situation Through
Reading. 62
Table 4.2.1.19 Respondent Opinion About Feeling Of Comfortable In Reading. 62
Table 4.2.1.20 Respondent Opinion About Pleasure In Reading. 62

1 Introduction
As English is a global language, it can be utilized for communication purpose not only at home
but also with foreigners at abroad. It is used in all fields of life as in science, arts, technology,
politics, commerce, and in computer language. It is likewise the language of legislative issues,
business, PC administrations and innovation. Therefore, all university students pay full
attention to get required knowledge in English language. The late 20th century was also known
as the time of communication and the world is quickly transforming into a global village, which
has regularly been anticipated. According to ( ‫النحال‬and ‫محمد‬2017) English is considered as one
of the major subjects in all institutes. In many countries of the world, English is employed as
an official language. Now it is the need of time to get in English language four skills: -speaking,
listening, reading, and writing and its vocabulary, punctuation and pronunciation.
For the purpose of communication writing is also very significant because it is an effective
resource to create a communication channel between the writer and the reader. In written
communication different types of correspondence like email, letters. applications, memos,
technical reports and text messages are used in academic and professional institutes. (Adriani
2018)is defined in Macmillan Encyclopedia, (1986) that writing is characterized as a physical
representation to show its actual portrayal as the account of human communication using signs
in spoken words.
Reading is one of our language’s most important components and is an essential instrument for
lifelong learning for all learners. As in the process of Education, language skills facilitate the
learners to develop a wide range of analytical skills and capabilities and allow them to learn
psychology, socially, and academically. For the successful study of ESL learners at HSS Level,
reading and writing are very necessary in their learning process. (Khalisa 2018)
The term reading indicates an individual’s reading interest, reading style, skill and reading
attitude. It is necessary to offer reading activity as the content, particularly for higher secondary
school students, as it has several points to be considered. Students need to opt multiple Reading
habit means the repetition of reading activity. (Suson, Baratbate et al. 2020) describe the
reading habit as a deliberate activity that is regularly structured to acquire information relevant

Introduction
2
to the academic achievement (Owusu-Acheaw and Larson 2014) Instead of upgrading their
knowledge by reading books, they prefer to do something on their device, such as upgrading
social media. (ARUM 2018) claimed that it does not deal with the student’s inability to learn,
but the interest itself. As time goes by, students prefer to play their gadget instead of reading a
book. Reading, on the other hand, also plays a major role as well as writing, speaking and
listening.
(Hassan, Kazi et al. 2020) describes that the learners will get use learning to apply be the most
comprehension by writing, and this goes on and on during learning.(Matsuda, Canagarajah et
al. 2003) define that writing for ESL learners needs to be taught as it has many points to be
remembered. (Al Asmari 2013) the desire of every student who learns to write is to have the
ability to develop his or her reading comprehensive skills well in any kind of text.
Reading habits are known as thoughtful and consistent process of the study which is an
effective tool to enhance ESL learners’ comprehension skills about their academic subjects
(Owusu-Acheaw and Larson 2014)). Another researcher (Megawati and Wulandari 2017)
stated in his study that there is a deep and constructive substantial association between students'
reading habits and their comprehension levels. The reading process becomes meaningful when
reading habits become internalized and occur subconsciously. (Megawati and Wulandari 2017)
further contended that the growth of self-conception and good reading habits will encourage
an increase in academic achievement. Good reading habits in ESL learners tend to comprehend
easier than those with poor reading habits. Students develop more positive attitude towards
reading if they are exposed to reading various texts. Only with the use of effective techniques,
the meaning-making process may succeed in reading habits.
English writing inclined by reading activities as it will be helpful to explain our thoughts for
other people.
(Molotja and Themane 2018) posit that some people have better skills in writing than any other
skill while some of them are a better translator when they read what they have to say rather
than hearing and speaking. Writing skills are important tools which are used in communication
process because students can transfer the information and knowledge, they have to others by
using this tool effectively. It also expresses the ideologies, opinions and emotions (Doty 2004).

Introduction
3
Writing is a cognition skill of formulating ideas, thinking about how to convey them, and
arranging them in to a declaration that a reader can be clear about. Writing is the way that can
develop opinions and ideas. According to (Madehang 2015) writing is kind of communication
and in written form it is generated because it is central to other skills. Furthermore, only those
can understand the nature of writing who give full attention to the information of language
skills because it is one of the greatest levels of communication. (Mahyar, Sarvghad et al. 2012)
describes writing is the process of arranging the alphabets and in written form it expressing
people’s concept. There have been many efforts to improve student’s writing skill, if they have
a good reading habit. There is always a deep connection between student’s writing ability and
reading habits(Burchiellaro 2013).
Reading can have a significant part in building thoughts when someone write something as it
is frequently said that reading and writing have a close relationship. The reader can allow to
build up their thoughts regarding what they have read. They can change the thoughts that they
get by reading prior to utilizing their language. Although, the detailing of writing was
undeniably still unique, since they poured these thoughts utilizing their language and the
thoughts that they wrote were impacted by reading.(Shabir 2013)turning into a decent essayist
cooperates with turning into a decent reader. On the other hand, Inayatul Maula (Zahoor) on
her examination said that writing capacity doesn't come from the genuine writing experience,
yet from reading, alongside it that Many researchers unequivocally recommend that writing
can begin with understanding first, for extra in extra, (Pamuji 2017) expressed that reading
behavior can give a beneficial outcome for writing accomplishment.
Mostly researchers find out that writing and reading are connected with each other in L1and
L2 setting (Lee and Wong 2017).Numerous studies have been done on the impact of reading
habits on students ‘writing ability’. Writing style doesn't begin from genuine composing
experience, yet rather from reading (Jarvis and Krashen 2014). Many researchers agreed that
the people who read more, are considered more proficient writers. It is also believed that broad
reading prompts more noteworthy composing capability, by reading much the students will get
various vocabularies. Obviously, the great obtaining of vocabularies will simplicity and help
them in writing skills.
(Parry 1991) states, "to set up a firm establishment for the jargon working to be done in
scholastic courses, we should urge our students to read as much as possible before they leave
the classes”. In expansion, people who need to compose, ought to have the ability to read and

Introduction
4
appreciate one's understanding material. Reading encourages them to have a superior writing
style, advanced linguistic fitness and incredible spelling. Reading movement impacts kids'
composed work, demonstrating that adolescents reflect the kind of creating that they are
uncovered after they read (Eckhoff 1983).
(Noor 2011) argues as the critical idea of getting data, reading gave an experience that made
individuals connected without letting set up, date, and time. Generally, students who had great
reading habits additionally had the great scholarly accomplishment. It happened on the grounds
that reading habits gave the students insight in account data. (Owusu-Acheaw and Larson 2014)
argues that reading ought to be the students’ habit since reading could advance great
appreciation in obtaining information dependent on self-experience. Reading through
numerous sources ought to be done ceaselessly in light of the fact that it was the fundamental
necessity of beginning composition.
1.1 Significance of the Study
The current study is significant as it investigates the effectiveness of the reading habits of
students on their writing skills and also educates parents and teachers on the potential factors
that influence the reading habits of Higher Secondary School learners. It has also provided
them a platform to improve healthier reading habits. Teachers and parents can also be better
prepared to provide instruction to encourage the healthier reading habits of all learners. One of
the ways in which learners extend their awareness is reading; it is therefore important that ESL
learners can cultivate this passion for reading. In order to materialize this, parents and teachers
need to be conscious of the factors that encourage good reading habits.
Reading is the center of learning and act of understanding and obtaining information for self-
awareness and improvement. It also guides the origination of contemplations and information
in ones picked field of study or specialization. It is an art equipped for changing life and society
and the capacity to read is at the core of self-schooling and deep-rooted learning (Tella and
Akande 2007). It is also the idea to effective learning and for students in tertiary establishments
to perform well in their scholarly interest.
Students can enhance their good study skills through reading habits that to have successful
investigation abilities, information on various data assets, and powerful maintenance limit.
Reading will be a basic instrument and an academic action that builds skills in education

Introduction
5
system. Therefore, in an academic performance effective reading habit is equivalent to students
(Owusu-Acheaw and Larson 2014).
At the tertiary level, an academic success is likely a multidimensional phenomenon that
includes languages proficiency, learning, study strategies and certain personal characteristics
(Akabuike and Asika 2012) . And this could be achieved when one imbibes a good reading
habit which will make him/her a lifelong learner, this could be achieved. Reading habits in
early imbibing is an essential skill necessary in the acquisition of knowledge which is highly
demanding in the life of every student in the academic environment.
1.2 CONCEPTUAL FRAMEWORK
Source: Julio Cesar Galicia (2010)
The reading habits of a child vary from other Children’s reading habits, even though they are
taught under same teacher and in the similar situation. Reading frequency, school environment,
reading attitude, different types of books (academic and nonacademic), time spent on reading
and house hold environment, disabilities in learning focused all are the factors which are related
to reading habits. These variables therefore influence the reading of child through a negative
shift in the child’s attitude towards reading, as changes in these variables can lead to a
positive.
1.3 Statement of the Problem
The current study is related to the deprived performance of ESL students at HSS level in
their writing skills due to the lack of proper reading habits. There is a need for the ESL
learners to develop good reading habits and study skills for an excellent performance. It is the
fact that in this modern age many students prefer to watch movies and other shows on
the television, listening to audios, watching videos on their mobiles or tablets that has
lessen their habits of
Reading habits of
the students
Household
environment
School
environment
Frequency of
reading
Attitude
towards
reading
Types of books
read9
academic or
non-academic
Time spent on
reading

Introduction
6
reading books, journals and newspapers. Many parents and teachers complain about students
of our generation who have not developed reading habits among themselves. Hence these
learners show the poor academic performance. Nowadays one of the major issues confromting
students, is not their inability to read but their lack of interest. In the perspective of this problem,
the study will be conducted to examine the reading habits among students and its effects on
their writing skills in public institutes of district Rahim Yar khan.
1.4 Research Questions
1. What types of reading problems do ESL learners face related to writing skills?
2. How does ESL learners’ reading habits effect on their writing skills?
1.5 Research Objectives
1. To identify the reading problems faced by ESL learners related to their writing skills.
2. To investigate the effectiveness of ESL learners’ reading habits on their writing skills.
1.6 Limitations of the Study
The study is delimited on small sample size to investigate the effectiveness of ESL learners’
reading habits on their writing skills at HSS level in district Rahim Yar Khan. The researcher
as a female has some constraints to conduct this study in a limited population due to some
economic and conventional constrictions.
1.7 Ethical Considerations
The researcher will strictly follow the ethical considerations. A proper permission will be
requested from the concerned heads of the institutes and information about the participants of
the study will not be shared to any person or authority directly or indirectly.
1.8 Organization of the Study
There are five chapters of the report.

7
2 Literature Review
Reading is a cognitive process of communicating to create context through printing and
measuring comprehension (Latief and Khaerunnisa 2017). According to Heilman, each reader
was special in the process of reading. He suggested that it would be easier for learners to
understand a written and printed material, but also must have the text’s context information.
(Aebersold and Field 1997) described that the text and the reader were two real things necessary
for the reading process. Reading was something that people looked at the text and assigned
importance to the written symbols. The reader should be able to understand and gain meaning
from the text by understanding the language, knowing the writing method.
2.1 Reading in ESL Contexts
According to Iftanti (Zahoor) the ability to read in English is usually seen as a valuable skill in
countries. (Harmer 2007) describes that student are able to do a variety of tasks in a foreign
language reading, such as searching, skimming and searching for specific details in a file .Some
of the reading techniques need to be understand by ESL students. Reading skills have improved
if students to be aware of reading strategy. It was also thought that reading strategies were
essential for developing their core language skills and improving vocabulary as well. (Sarma,
Sarma et al. 2013) found in academic success instead of reading for fun, students prefer to read
topics that support their studies or academic purposes.
(Fitroh 2019) describes that reading materials relevant to everyday school life criteria are often
more preferred by students. (St Clair-Thompson, Graham et al. 2018) confirmed that reading
practices are necessary for academic and intellectual growth achievements to be accomplished.
On academic success, reading practices and behaviors have a significant effect. They read and
gain accurate knowledge and information by different learning events, reading, writing,
lectures and debate in order to continue to improve the efficiency of learning outcomes.
2.2 Reading Habits
The expression “reading habit” refers to the activity that represents the resemblance of reading
of individual reading styles and reading tastes (Fatiloro, Adesola et al. 2017). According to
(McKnight, Allen et al. 2018) it is a repetitive activity without purposeful thought that becomes
an unconscious action and there is no sense of awareness. There are several descriptions of

Literaturer Review
8
reading habits in literature, with each study describing reading habits differently: (a) Reading
habits are the ways in which a person organizes his reading.
Reading habits between kindergarten and elementary school are developed at an early age; (b)
The development of reading habits is a systematic process of acquiring sentences, phrases,
paragraphs, and full text letters (Parlette and Howard 2010); (c) Researchers note that reading
must be encouraged. In practice, reading follows a child throughout her life, recognizing that
reading is a means of personal development, influencing the imagination and playing a critical
role that enables the individual to regulate language and play a role in society (Knoester 2010);
(d) An analysis of the reading habits of undergraduate freshmen showed that their parents and
teachers motivated participants to read (Parlette and Howard 2010); (e) (Pasquarella, Chen et
al. 2015) describes indicators of reading habits, including reading pace, reading volume, and
contents. As they advance in age, reading habits follow the individual and also affect their
academic life. Researchers discovered a correlation involving reading patterns of students and
their demographic profile, academic success, and professional development (Owusu-Acheaw
and Larson 2014). They also found several additional variables that influence reading habits:
1.Performance of reading – Researchers also found that students with higher reading
performance may not read more than students with lower reading performance (Parlette
and Howard 2010). He further, describes that reading for fun is an important factor in
creating a sense of self and ability of students to fulfil their deep need for enjoyment
and relaxation in the transition from high school to university and adulthood.
2. High reading efficiency was found to be associated with a more optimistic sense of
reading capacity (Owusu-Acheaw and Larson 2014). Students who do not read
willingly can, arguably, be subject to detrimental impacts on their academic
performance. 3. Study in Bangladesh (Akanda, Hoq et al. 2013) show that reading is
connected to learning and learning, contributing professional and human growth in
general. Reading is foundation and basic tool of learning.For the transmission of
information from one-person to another, books are the most appropriate
medium (Pélégrini-Issac, Benali et al. 2012).It will be better for students with a strong
reading habit to grasp the meaning of the written text.

Literaturer Review
9
According to (Shen 2006) habits in reading as to how much, how long, and what the readers
read. A person how continually reads ordered behavior. The analysis of reading habits showed
that reading habits were connected to gender ,age, educational history, academic achievement,
and professional development (Sheorey and Mokhtari 1994). The habit of reading as a behavior
that expresses the resemblance of reading and reading preferences of individual styles of
reading (Sangkaeo 1999). It can be concluded from the researcher’s descriptions that the
reading habit is ongoing practice and it is something that is built on itself, both relevant to
academic and non-academic reading.
Reading can last one’s lifetime, reading habits are better established at school level. (Iftanti
2012) describes that certain variable such as the home atmosphere of learners support the
performance of the reading behaviors consist of parental engagement, environmental effects,
social status, and accessibility to reading materials. The setting also plays an important function
in reading habits in this situation. The role of parents in parenting is also important in fostering
reading behaviors for students. According to (Iftanti 2012) the reading habit is not only built
up in a person, but also affected by some external factors such as the environment, schooling,
social context, and facilities. Services that are offered by parents often allow pupils, such as
books and tablets build reading habits.
2.3 The Advantages of Reading Habit
Reading is one of the most basic skills that everyone has to master in it to have better life.
According to (Wulandari 2016) the students will get multiple benefits, such as:
2.3.1 Helps the mind performs effectively
Getting a strong reading routine, encourage the mind to activate the nerve and make it function
for the mind. The practice of reading will help to the mind of students to work continuously,
so more they read, the more their mind is sharpened. It would be possible for someone with a
strong reading habit to succeed successfully in front of the audience.
2.3.2 Develop a good vocabulary
If someone reads more, they have many vocabularies that will build up their comprehension of
recognizing fault, significance value, and it will be easier to capture the message of the writer
that is attempting to express in a reading passage. A regular reader has a variety of words
library.

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2.3.3 Boost intellectual curiosity
The book has used as a source of information for daily reading, exposed to multiple types of
books to read and appreciate the complexity of various books. Different types of literacy skills
improve the awareness of the regular readers.
2.3.4 Habit of reading means psychological activity
For mental practice, reading habits make the mind of the reader believe that the authors have
imagination and the narrative plot, and feeling the personal player’s differentiation.
2.3.5 Helps readers to have positive mind
If a learner has a strong reading habit, that provide the learner with daily feedback. Learners
have read literature that demands that they have an engaged, optimistic and vital attitude. From
the content, they should sum up and make a decision.
2.4 Factors Influencing Reading Habit
(Karim and Hasan 2007) are more likely to be female than male, younger than older and the
one who has achieved a higher education than society at large. There are variables that
influence the habit of reading. The variables are as under:
2.4.1 Peer influence
In Britain, a survey of young people between 11 and 18 years of age showed that peer influence
was the top factor for reading books. A peer can something is very significant about the habit
of another, many individuals intend to have the same habit as what their close friends have.
2.4.2 Persona; interest
It is therefore assumed that personal involvement has an important role in securing the Habit-
reading. The emotional curiosity of students is the most significant aspect driving students'
reading patterns is showed in study.
2.4.3 The library’s condition
The state of the library, is another factor affecting the reading habits of students. In Sri Lankhan
National Library and Documentation service (NLDB) conducted a study and found that
students ‘reading habits were poor because the state of the library was inadequate and the book
collections were old and most students read light content, such as magazines, novels, comics
and newspapers.

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2.4.4 Library’s reading resource
The reading style of students is affected by a reading resource. If the library resource is
sufficient for the reading preference of students, it will improve a reading habit. Students had
very varied forms of reading, survey in Britain. A student between nine –twelve years in
Denmark found that students read a total of 159 fictions and non-fictions written by 700 authors
more over a month. The tales of adventure and mystery were the most famous among
Singaporean students. Students enjoy reading action adventure, science fiction and fantasy in
Australia. Fantasy fiction was at the top in Britain, followed by comedy, horror and mystery
novels.
2.4.5 The Indicators of Reading Habit
There are six indicators of reading habit (Gaona and Gonzalez 2011)
a. Reading frequency; in someone’s spare time, the person accounts of books read. It is a
practice that someone reads for a few minutes or hours.
b. Books read; It is the record of the books, that how many books a person has read in the last
three months.
c. Time spent on scholarly reading; it is the time that anyone spends on reading their academic
book is identified with the topic of this research.
d. Time spent on non -academic reading; it is the time spent by those not directly connected to
the topic of their research in reading the novel.
e. Motivation in the family setting; it is linked to the desire of someone to purchase
books, recommended books and reading interest in the family.
2.5 Significance of Reading Habits
(Adams, Kurtiş et al. 2012) Furthermore stressed that the acquisition of knowledge by reading
is a decent approach, but it must be effective material and enabling a person to pass an
examination in a career, be excellent at decision-making or take hold of a learning status.
Reading is a demonstration of the value of written or composed sentences, which is the
justification for learning and one of the primary ingredients of comprehensive everyday
regularity (Benneth 2007). Reading is typically related to books, as only the composed words
give a full image oft he reading demonstration. It is critical that ESL learners develop strong
English reading habits with regard to the importance of reading (Issa, Aliyu et al. 2012).

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Reading habit is a reading experience that involves consistency of practice and become part of
the life of another. Reading habits can stimulate the productivity and creativity of learners
(Gardiner 2005).
According to (Gardiner 2005) habit means a regular practice doing continuously until it
becomes a pattern of behavior. The reading habits of students play an important role in writing
skills. (Varjo, Hongisto et al. 2015) describes in many studies, through reading, that students
continue to read and learn how to write, they can improve their vocabulary and faith in writing.
In literature, reading habits are known to be the most important influence, as people typically
find out from reading experiences new ideas, data, detail, expertise and experience.
(Belkhir and Benyelles 2017) describes essay writing difficulties of EFL learner. One of the
learners’ problems in English writing, their research found, is due to a lack of reading.
According to (Webb 2008) students with a greater receptive vocabulary are likely to know
more of those words’ productivity than students with a smaller receptive vocabulary. Much of
the written text is obtained from those who learn more. (Moran and Billen 2014) describe,
reading ability are related to writing as a constructive skill since they share the same basic
purpose. Textbook reading allows readers to gain more awareness and improve their critical
thought. This impacts the manner in which they arrange thought that help students develop
their ability to compose.
(Harl 2013) asserted that reading acquires meaning from a text when writing is a method of
generating meaning. In the normal activity of reading, the ability to compose may be gained.
The ability to write would inevitably increase on the basis of what students read.Reading
materials allow students to produce ideas and knowledge for their published work. The practice
of reading impacts the academic success of students (Somantri and Farhan 2019). The
academic success indicates high as well for students with good reading habits. (Mahyar,
Sarvghad et al. 2012) The influence of reading habits and the writing skills of students,
revealed In their writing output, the students with a good reading habit shows good as well.
The academic writing capacity is integrated with reading because reading is one of the phases
in the knowledge gathering process of writing.
For example, with respect to academic writing: thesis, reading is an essential practice that
students can do. Students can read a variety of suitable sources that are close to the text they
wish to publish. Based on certain references, it allows them to close to develop their concepts.
We should take several precautions, including reading similar work, before writing a critical

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essay (Safitri 2018). Further he asserted that it was not usually easy to understand text; often
we had to read it several times. The thesis aims to examine the consistency of the reading habits
of students and to figure out the effect of reading habits on the writing skills of ESL students,
based on the interpretations of the theories and some previous studies.
2.6 Reasons for Reading
The reasons they give has been grouped into the three main values (interest, utility, and
attainment). The utility value is the practicality and helpfulness of the activity. How important
an activity is to a student is termed as the attainment value. The interest value provides
encouragement based on how much the student likes or prefers that activity.
At different stages of education, people have multiple reasons for reading. Theory of
motivation called subjective task values is a research by as cited in (Wentzel, Wigfield et al.
2009). There are various variables that induce students, according to the theory, there are
numerous reasons for reading among individuals at different levels of education. They give the
reason are grouped into the three primary values (Interest, usefulness, and achievement). The
practicality and helpfulness of the action is the importance of usefulness. Activity how
important an action is to a student is called the importance of accomplishment. The rewards
offer interest value depending on how much the student likes or dislikes that activity.
There are two of motivation, which are intrinsic and extrinsic motivation. The driving
motivation is intrinsic, Force come from within the individual that acts as a stimulus and
propels a student to want an activity to complete. For some students, the endless instinct to
learn skills and abilities is the reason for intrinsic reading motivation (Covert 2009). The
"intense participation, "the continuing impulse to learn, is curiosity, and comprehension quest.
In comparison, extrinsic motivation is external to the person, thus often comes from others in
the form of different helps.
In Ghana “Students known in the act of selling their books, burning academic materials
intentionally and joyfully, in some situations, the destruction of school buildings following
graduation, reading fell among young people in relation to age is the finding of this research.It
was understood in 2005 the amount of leisure reading for 17-year-olds was smaller than it was

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around two decades earlier. Less than a third of 13-year-olds on a regular basis. From age nine
to age 17, it decreased by 50 percent, with just 22 percent of 17-year –old learn voluntarily
almost every day was the reading preferences of learners.17-year-olds over cores of 3 decades
of study don’t have their reading test scores.
2.7 Leisure Reading
The justification for reading is that leisure reading act has a strong propensity lead to learning
and is a good encouragement. Children have little interest to find good books and in reading
that a very worrying. In all regions of the world, this scenario can be found. People hardly read
important reading materials in Ghana. That are supplied with medicines, gadgets, computers
and others, but they tend to make trials and errors.
Learners decline time dramatically that they spent on leisure reading when they hit the ages of
between 10 and 20. When learners come in high school, most of them knowingly or
unintentionally make the decision not to participate in voluntary activities like reading and give
no attributable to teacher assignments given to them, parents, teachers and guardians. When
learners reach in high school, Leisure time which they spent on reading decreases significantly.
A Domestic Review the Endowment for the Arts (2007), in Domestic Review discovered that
fifteen to twenty-four years of age was reading only takes eight to nine minutes a day on
average. If learners spent eight to nine minutes per day for intellectual growth and literacy
enhancement that is insufficient. According to (Karim and Hasan 2007) reading for leisure
improves fluency, understanding, vocabulary, cognitive development, verbal ability,
awareness of material, and much more.
According to (Covert 2009) leisure reading is voluntary reading, spare time reading, leisure
reading, extracurricular reading, independent reading, self-selected reading, and free reading.
He further found that there is a “strong connection between the amount of out of school reading
a student participates in and his or her successful school. If a reader wants to strengthen himself
or herself and to become a well-educated person, he is needed to read various material.
2.8 The influence of parents, teachers and the environment
In literature review about reading habits, one it comes to reading, one is likely to come across
the influences of other variables on children’s interests and enthusiasm.These variables are also

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connected in some cases and various variables have different degree of effect on learners,
Parents, teachers and the environment has considered the major sources for the purpose of this
study.
2.8.1 Teachers
The research analyzed graduate students using seven questions relating to their reading habits
and activities in the recent past (Donaldson 2013). They indicated a relevant connection from
the study between the effect of teachers and students ‘good reading habits. Students who were
classified as highly motivated or interested in reading were described as affected by their
teachers who spoke about their individual reading habits and for their literature recommended
suitable reading materials.
(Nathanson, Pruslow et al. 2008) stated that the most inspired readers ‘early reading
experiences were positive and could be attributed to an enabling environment, reinforcement
and reading material availability. This study suggests that teachers should “read role models”,
participate frequently in private reading and share what they read with learners to enthuse for
reading. Learners to choose efficient reading strategies and improve reading instruction in the
classroom.
Many studies in the field of education have made it clear over the years and confirmed that in
the early stage’s teachers are very likely to influence children’s personal lives. Children spend
one- third on average (or one-third) of the day with their teachers. According to (Applegate
and Applegate 2004) teachers have impact on their students that may be positive or negative
various consequences.
In the method of raising the participation of children in reading, improving learning and
increasing academic success, the teacher should not be removed. According to (Turner,
Applegate et al. 2009)“Teachers are often well positioned to do so”. They influence learners to
enjoy reading whatever they go and at all stages of their life by diverse experiences in and out
of the classroom.
This study reported that “teachers who enjoy reading and passionate readers themselves have
students who are more successful in reading than teachers who seldom read. Teacher affect

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students’ behaviors to a degree, regardless of the results of research on the subject, and this
increases general literacy and performance in the classroom.
Another research contemplated the connection between teachers “individual reading habits and
their instructing rehearses (McKool and Gespass 2009). This included 6 school teachers in
three states in the United States of America. The instructors who had great reading habits were
bound to utilize proficiency instructional techniques such as continued calm reading,
conversations on materials read and writing circles. At every level of education, this research
confirmed through their discoveries that it was significant the educator had great reading habits.
Teachers should read various antimaterial texts as model readers, not limit themselves to only
what is the curriculum. It is the result of leisure reading and the enthusiasm of teachers to use
classroom literary techniques and activities, making it easy for their students to discuss their
reading materials and their reading habits. To be good reading models for teachers, they need
to know the importance of the cognitive processes and they go through while reading
challenging content and read to discuss these challenges with their students.
Teacher’s experience helps their students that they can be aware of their cognitive processes
and can use their awareness and knowledge to deal compete with challenging materials and
texts.The teacher is also empowered by these discussions and inspiration. When someone reads
out aloud to them, good reading habits of students are encouraged (Donaldson 2013).
2.8.2 English Teachers
It is a fact that English teachers are avid readers, acquainted with strong literature, and
identifiable specialists in the field of reading at various stages of education. (Yamoah 2015)
Eight 50-minute interviews and eight classroom observations were attended by the volunteer
teachers.In literature teaching, goal was to establish the means and the degree to which the
private teachers of English were the readers of numerous materials served as a basis of their
knowledge.
Educators personal attitude towards reading and teaching literature influenced their way of
teaching in the classroom. The teachers said that volunteered agreed that engaging in the study
taught about how their personal reading habits affected their literature teaching. The initial

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qualification of teachers, reading graduate hours, taught grade levels, age, highest degree
obtained, and teaching experience showed little connection to the teachers ‘reading habit of
secondary language art (Smith and Sheyholislami).
(Gomez 2009) has reported that it can be inspiring and encouraging to express and model
reading perspectives and one’s involvement in reading. Those teachers who were more
passionate about becoming English teachers voluntarily go in for graduate education.
2.8.3 Parents
For many youngsters, parents serve as the main touch and in most situations the root of their
attitudes and behavior. Educational agencies are worried with the educational levels of parents,
as (Smith 2009) cited, whereas lower income populations had lower literacy rates on average
than higher income families . (Compton-Lilly 2003) describe their educational experiences at
home, those students of parents known as middle class are expected to have school-based
reading skills in advance during their entire educational meetings.
When kids are supported by their parents as read to them, serve them as templates for reading,
leisure reading most commonly takes place. If parents make suggestions and speak about their
children, reading habits are likely to change. Parents should aspire to be in contact with the
content that their kids are reading and engaging with.
To share reading knowledge in and out of school is necessary and to build an atmosphere for
learning. Reading is both a social act and an intellectual action. It is a social act that can be
shared with others and appreciated. It has both positive and negative emotional effect because
it is a text in itself.
There is a high tendency to affect their individual reading habits as people engage in reading
activities together. (Smith 2009) describes that people may be inspired to read once they know
that significant ones are important in their life and this in turn encourages them to love reading
and have good reading habits. It shows that the growth of young people should be extended
appropriately.
2.8.4 Environment
The growth of children emotionally, cognitively and academically involves an enabling
environment. Many researches also indicated that from early graduation to high school, the

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environmental effect on children takes place over a long period of time. Reading habits in social
environments for students develop as they share their reading experience and communicate
with others such as family members, classmates, and peers. Today learners encounter multiple
home atmosphere activities and experiences, and these contribute greatly to the growth of the
language and literacy of the child, especially if parents are engaged in these activities and
experiences.
Literate Ghanaian parent use English to communicating with their children instead of the local
dialects. Ghanaian parents view that by doing so, their children would have an enabling
environment both at home and in the school to facilitate literary development. Parents who
engaged consciously in oral and literate acts (i.e., speaking to the child, playing word games
with the child, reading, writing, and purposefully engaging the child in those acts) and children
from a home with a high degree of literacy in both levels of oral language and literacy.
(Jacobson, Degener et al. 2003) She measured the literacy knowledge of 24 children between
the ages of four and six by this analysis. This study outcome suggested that there was a
correlation between home literacy activities and knowledge of child’s semi-literacy. Learners
whose parents intentionally has good reading habits that had higher measures of literacy both
at home and in school.
2.8.5 Material
Depending on the age, socio-economic status of parents, cognitive advances and several other
variables, children have a lot of different preferences when it comes to school events in which
readers interviewed and the result of the research indicated that most successful readers do not
participate in a lot of television viewing, (Covert 2009) referred to a report by Moyer. The
result of the study was that people became less likely to indulge in leisure reading by spending
a fair amount of time watching TV. This research showed that people with strong or bad reading
habits spend almost the same time watching TV or taking part in some other enjoyable at the
same time (Covert 2009).
There is no real link between the hours spent engaging in extracurricular activity and people’s
reading patterns. People have different motives showed that when they chose to read a certain

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material and whether they are engaged in the text, there is a strong chance of someone reading
a material to the end. (Snowball 2008),(Hughes-Hassell 2021) all of these researchers, the
students indicated that if it was their preference, they were strongly inspired to read a specific
content. If they are interested in material, a large number of teens are likely to read the material.
According to (Snowball 2008) young people were interested to read magazines, biographies,
journals, and web content. Snowball analysis indicated that there was a correlation between
gender and the choice of material to read, especially for leisure. In gender and the choice of
material, the relation to be read, in particular for leisure. The findings of the research showed
that the majority of boys were interested in reading to sports-related content, most girls were
drawn to fashion/beauty magazines. Gender differences are a big explanation for reading
distinctions.
For personal purposes, girls read. To generate passion for reading, possession of every type of
books is acknowledged. Love to visiting libraries and booksellers, people who are interested in
reading or have strong reading habits. The choice of reading content can also be attributed to
the propensity to stimulate the self-assurance of the reader. Learners would preferably read
simplified content such as magazines and comics for pleasure reading. Reading materials is an
alternative that they may deem to be dull that are given to them at school.
The recent decline in interest in reading any form of book may be related to unhealthy attraction
to electronic media such as the interest, video games, and portable digital devices, according
to a survey by the National Endowment for the Arts ,2004). Materials for internet reading are
gradually becoming the preferred option or an alternate source of text. This effect has been
studied by some scholars and is significant when evaluating reading habits. According to
(Reisdorf, Triwibowo et al. 2020) there is a rising number of children after age eight who go
online to read numerous texts and constant participation in online reading triggers a 17 percent
decline in reading in 15-17 years and there is a 58 percent rise in online reading.
(Dickenson 2013). Learners selected to reading periodicals and stories about “people like
them”. Reading material choice, should be stimulated since periodicals like magazines are valid
reading materials. Sources of reading material for children such as their homes, school and
public libraries (Hughes 1999).They should be photographs and other illustrations, these
resources are easy to read and offer support to finish reading. Learners have an easily access to
such resources and share them with their peers.

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In the growth of reading, magazines are also important since they are typically written with
simple grammar and easy to understand. According to (Hughes 1999) this encourages
adolescent ‘levels of fluency and understanding, and periodicals such as magazines are
generally favored by majority of their peers and appreciated relative to the other conventional
material. Socially acceptable resources such as journals, internet materials, websites and other
good literature outlet are also very useful for children interested in voluntary reading for fun.
Both short or long, numerous online materials are increasingly becoming the basic source of
effective knowledge.(Creel 2015) argues that people who would identify themselves as non-
readers may not contemplates materials they read by “electronic media e-mails, social media
plate forms, blogs, online articles, and so on because of the increase in the number of people
using and relying on text on the internet. (Ross 2000)"This situation is not shocking that such
people are likely to respond to books as in exciting and interested in internet material and will
not treat it as tiresome but spend a fair amount of time using internet services. A wide range of
different materials, based on different cultures, gender, ethnicity, religion, political ideology
offers by internet that meet the interests of every person.
People can read eBook and join in chats and chat via the internet these electronic media
practices consist of any amount of reading. For many education stakeholders, it has been a
recent issue for many education stakeholders to allow children and young adults to read not
only academic content but non-academic material outside of the normal classroom context.
The shortage of decent reading(print) resources that they are interested in is another significant
factor responsible for the increased choice for online materials as cited by (Covert 2009). For
such materials, most kids are hesitant to look at book stores or libraries, even though these
resources are accessible. The best content is one that looking for is very easy to find related to
online material sources and these sites have a large variety of other good materials to read from.
According to (Yankelovich 2008) Kids & Family Reading Survey (2008) which reported that
55% of teens said that there were not really enough decent reading materials available but there
was a time limit available for leisure reading and it was difficult to find interesting books.

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2.9 Influence of Reading Habits Among Students
(Dadzie 2008) argues that reading is the desire to grasp the words in a written or non-printed
content and to use the evidence for self-improvement and development. For different purposes
individuals read, such as happiness, leisure, relaxing, acquisition of awareness and
understanding (Anom 2018). Reading is the identifying evidence of the images/symbols and
the proper meaning of the interaction with them. Further he said that reading is a method of
analyzing, deciding, critical thought and envisioning. For the sharing of ideas, reading is a
fundamental medium for development of literary skills and an intellectual exercise.
Reading is a basic instrument for the exchange of knowledge and the habit of reading is an
academic activity that builds abilities in reading methods. To know about the world and its
environment, child makes a difference himself through the reading of books, daily papers, and
different magazines. Once the child has been instructed to read and has built up the affection
for books, he /she can investigate for himself/herself the abundance of human encounters and
information through reading. Children, who miss the chance of connecting with books in their
initial stages of life, find it difficult to obtain good reading habit in their later years (Star, O'Dell
et al. 2000).
Reading habit appears to be associated, occasionally with enjoyment, with course work and
exams. For students, it would be difficult and not impossible to display their skills regardless
of the discipline because they have not read extensively. More students watch their instructors
‘reading and try to it. The more teachers are listened to by the pupils, the more they get to read.
Teachers who read for joy and update lectures, use writing loops, offer opportunities for
reading conversations are likely to inspire their students to engage in quiet reading sessions,
speak about their reading experience and recommend multiple books to readers (McKool and
Gespass 2009).
2.10 Importance of Reading to Students
Reading habit is a basic activity that can have a good impact on all ranges. Though reading is
a good approach and resource to acquire knowledge of different fields that is stressed by this
research, but its material should be productive, career oriented, pass an examination, be
excellent at decision -making, or acquire a learning status. Reading shows the value of written
or composed sentences, which is the purpose for learning and one of the core components of
everyday life (Benneth 2007).

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Only composed words give a full image of the reading demonstration because reading is
normally correlated with books. A reader can produce or settle things, enjoy stories, find what
others embrace, and generate insightful beliefs of their own. By reading of books, reader get
all sorts of knowledge essential to our daily survival and growth.If a person wants to develop,
communication skills and insightfulness, reading can help him /her. Reading through
advancement, is more advanced inducing, enduring, compelling and helpful to humanity.
Reading opens the door to centuries of increasing wisdom that helps to enrich, brighten the
minds, and broaden the reader’s mental and spiritual prospect since the continuous reading of
material can serve as a means of reinforce reading growth (Muogilim 2000).The reading is as
one of the basic skills that everyone comprehends as an essential weapon for existence in
today’s world. According to (Akinbola 2007) reading’s importance cannot be ignored.
2.11 Association of Reading and Writing
Many educators may be understanding at different levels the deep connection of reading and
writing (Fitzgerald and Shanahan 2000). For instance, if a teacher did not consider writing as
important for to learning but valued reading for students, he or she could spend more time in
teaching of reading skills rather than writing. In other words, when various entities have taken
interest in specific subjects, the subjects may be divided. Because of their professional and
educational history for example an English teacher will have more interest in writing. Similarly,
(Shanahan 1998) endorsed this debate by suggesting that because of their distinct theoretical
underpinnings, reading and writing can be somewhat different.
While reading and writing have been traditionally taught in the past as two separate subjects,
recent literature has shown a shift in direction. (Berninger, Vaughan et al. 2000) argued the
concurrent development of speaking, listening, reading, and writing. The author dismissed that
these abilities evolve through distinct phases and argued that during the learning process, the
abilities begin to overlap. There is literature that promotes the combined teaching of reading
and writing. There are three general categories of this research that discuss the relations
between reading and writing: (a), the method of mutual information (b) the strategy of
procedural links, and (c) the rhetorical approach.

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Shared knowledge approach
The cognitive mechanism and common theoretical foundations have shown in some studies
that reading and writing are intimately intertwined. You would require phonemic knowledge,
orthographic knowledge, semantic knowledge, and syntactic knowledge to be a professional
reader and writer, all elements that are rampant in both reading and writing. (Fitzgerald and
Shanahan 2000) made an argument that reading and writing should be learned in accordance
with each other because of intellectual similarity, since one advises and encourages the other.
Procedural connections approach. Procedural approach to relations. Reading and are related
as both are necessary to fulfil an external purpose. A school distribution or a real -life target
may be an external purpose. (Moran and Billen 2014) describe, note-taking (a writing ability)
can prove useful in order to improve understanding (a reading ability) and a person can need
to consider a work description to write a satisfactory job resume.
2.11.1 Rhetorical relations approach
The rhetorical connection approach relies on the ultimate aim of cooperation, somewhat close
to the procedural relations approach. Reading and writing both have communication as a basis.
If we want to express a meaning to a person, we use a piece of paper, and an individual learns
the message by reading the letter. So, reading has viewed as receiving information from a
contact role, while writing has considered as the process of transmitting information.
According to (Nelson and Calfee 1998) reading and writing are so interconnected with
communication that students must participate in both reading and writing in order for students
to learn communication practices.
2.12 The Advantages of Reading Habit
Reading is one of the most basic skills, anyone has to master in order to have a better life.
According to (Wulandari 2016) the students will get multiple benefits, such as helps the mind
performs effectively.Getting a strong reading routine, encourage the mind to activate the nerve
and make it function for the mind. The practice of reading will help to the mind of students to
work continuously, so more they read and the more their mind is sharpened. It would be

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possible for someone with a strong reading habit to succeed successfully in front of the
audience.
2.12.1 Develop a good vocabulary
The more someone reads, the more they have many vocabularies that will build up their
comprehension of in recognizing fault, significance value, and it will be easier to capture the
message the writer is attempting to express in a reading passage. A regular reader will have a
variety of words library.
2.12.2 Boost intellectual curiosity
“Reading is the window to the universe”, someone says. The book has used as a source of
information for daily reading, exposed to multiple types of books to read and appreciate the
complexity of various books. Different types of literacy skills will improve the awareness of
the regular readers.
2.12.3 Habit of reading means psychological activity
For mental practice, reading habits make the mind of the reader believe that the authors are
imagination and the narrative plot, and feeling the personal player’s differentiation.
2.12.4 Helps readers to have positive mind
If a learner has a strong reading habit, that provide the learner with daily feedback. Learners
have read literature that demands that they have an engaged, optimistic and vital readers.
2.13 RELATED THEORIES
According to Scheiner cited in (Kustaryo 1988) for interpretation of printing and monitoring
to determine meaning, reading used as a perceptual method of communicating. Reading was
not the mere sum of its pieces, since the reader must be taken in to account in the process in
any case and each reader is special, (Heilman, Blair et al. 1967). A difficult information

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learning process is called reading. In order to know the organization, heading, and description
of the text, the students needed a strong cognition strategy feature.
(Birch 2002) requires the repertory of reading skills such as (understand the information),
skimming (to know the general ideas), scanning (to know the details), and so on. The readers
not only have the text ‘s context information but also knew handwritten materials, so it would
be easy for them to interpret a written material. The reader and the text were the two physical
entities needed to begin the reading process and reading was something that people looked at
the text and attributed meaning to the written symbols in the text (Aebersold and Field 1997).
His understanding of the language, knowledge of the writing system and capacity to translate
and get meaning from the reader should be. The readers needed to have an appointment with
critical reading in terms of reading scientific article/essay because digging the information of
the essay could not be executed immediately.
Learners had to read the whole text not the piece of the paragraph. Reading habit of the essay
suggested that the reader be a critical one, then helped them to easily draw the main point.
(Wall and Wall 2005) describe that this occurred because they knew the common essay
structure itself well. Both productivity and creativity of learners could promote because of
reading habits.
The sense of the written content would be easier for students with the strong habit of reading
to grasp. From a long-standing reading routine, students will get a lot of data from what they
have learns and students will enhance their knowledge of English. In the writing process,
reading played a useful part. This process does not work properly without it. Writing is the
method of generating a final result of learner language learning skills. It took a long process to
create a written product and writing had several sequential steps that could be taken.
(Maharsi, Ghali et al. 2019) demonstrated that writing was a complication of the mechanism
of thought that sustained crucial efforts in the long term to solve the concept. For example, in
higher education, writing was an important skill that the student could learn as the prerequisite
for performing an assignment well. In order to do activities or exercises in specific coursework,
in addition to having complexity of language, academic writing allowed the students to practice
the style of referring and arranging text.

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2.14 Modern reading approaches: cognitive views and metacognitive views
The achievement of the reading task is supported by cognitive reading techniques, according
to (Oxford and Crookall 1990). Methods that identify techniques for cognitive reading are
taking notes, summarizing, inferencing, using prior experience, assessing and guessing. The
learner’s self-reflection and thinking about reading and learning are needed by metacognitive
reading strategies. The smallest components of the text, which are the graphs and their
relationships with the phonological system, define a bottom-up model. In order for the text to
make sense, these elements are supposed to be decoded.
The readers are supposed to link and analyses these characteristics to create meaningful words
and phrases. With this reading model, the reader may have problems because words and
phrases may be hard to decode, especially when words are too long and phrases are too difficult.
Second language learners are a community of readers who are most susceptible to this issue
because their second language vocabulary and decoding skills are not adequately established
(Vladut 2017). He alsoargues that second language learners can read texts that are somehow
defined as ‘one level’ above their language abilities.
Different levels of language proficiency are specified by the (Common European Framework
of Reference on the scale A1 to C2 (Common European Framework of Reference for
Languages [www]). A1 and A2 define simple English -language users, while B1 and B2 define
separate English -language users, and C1 and C2 apply to qualified English -language users.
The ‘top down ‘is supported by the interpretation, understanding and perception of text by
readers, which is the metacognitive model. Readers follow the essence of the texts and need to
exercise their capacity to guess textual content. Students should be able to identify and interpret
the text message. When their earlier reading, the readers can be able to do so, there is activation
of information and interactions of messages. So, readers would be able to grasp the text more
quickly and more accurately in this manner.
This mechanism illustrates and suggest that it is possible to completely comprehend a text
because readers can apply and use their prior experience when discovering something new
(Albers, Hoffman et al. 2009).The readers can more readily understand and decode a new
text, who spend a great deal of their spare time on reading, than pupils who read less. As

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27
children read fairy tales that begin with” Once upon a time…”, they are already aware of the
content of the plot and how this form of text can produce in subsequent reading. It is easier
for readers to read this type of story because their experience of previous reading will help
them adapt to this new story.
2.14.1 Traditional reading approaches: reading by the ear/eye
When the eye reads a letter, it is impossible to describe what perceptive mechanisms are
involved. Oftenly, children have challenges in the learning to read process. According to
Crystal, reading requires reading for meaning. Phonology is unnecessary, especially when
reading is not aloud, while the reading process requires connecting graphology and semantics.
According to (Crystal 1973) the language expertise of readers would give them the ability to
recognize and decode letters and terms in a text as well as to guess from the meaning. What
occurs, when a human read through the ear or through the eye. Table 1.1, show these variations
and hearing, support for the ear and eye.
Reading by the ear Reading by the eye
Graphemes and morphemes occur
naturally
Fluent readers are not baffled by
homophones such
as two and too. In this case phonology,
cannot help.
A quick letter identification which also can
be related to silent reading.
A non-phonological route from print to
meaning for people with phonological
dyslexia.
New words will be decoded phonological
The eye can take in 500 words per min.
The ’eye’ theory states that readers
increase their sampling as
they speed up.
Different sounds are written identically and
different letters might
have the same pronunciation.
Some orthographic rules are different to the
phonology.
For example, skr- is acceptable in
English speech, but not exist in writing.

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At various levels of learning and in managing different kinds of reading difficulties, learners
benefit from all techniques. The ‘ear approach ‘has relation with simple letter units, it is often
referred to as ‘bottom up ‘theory, this approach is very important, particularly in the initial
learning stage. The “eye approach “has connection with whole-word units because it is
associated with a ‘top down ‘conceptualization of the reading process.
2.14.2 Pre-reading and ‘during’ reading activities
Reading activities that can be carried out before and during reading to improve reading skills.
It is in the article on reading theory, The British Council suggests that it is necessary to provide
a reason for reading the text before beginning to read a text, such as reading for enjoyment or
reading with the intention of developing language skills. Readers should re-read the text during
reading to achieve a more-in-depth interpretation of the text. For example, after reading the
text, seeking to study questions based on the text is an activity that can increase reading
comprehension (British Council[www]).
2.14.3 Pre-reading activities
The reader should take in to account certain consideration before beginning to read a document
that could be important for the interpretation of the text. Key words and concepts found in the
text are used in practices such as teacher-directed pre-reading. According to (British Council
[www]) teachers can get the details they need before and the intent of the text is addressed to
them via the teacher’s assignments’ collaborative approach opens up conversations among
teacher-students in which the teacher contributes more detail to the understanding of the reader
than what they acquired through their reading of the text. At the beginning of the activity, the
teacher can outline the purpose of reading. The reader become more adept at achieving
throughout the reading process.
Awareness -raising techniques are the outlines of intervention that at that the teachers leave to
the readers to process. The readers might ask themselves, for example, ‘Why am I reading this
text? According to (Harmer 2007) intense reading is mostly practiced by students in the
presence of teachers. In comparison to the reading approaches, intense reading is a way for
students to learn and comprehend a text in depth. Additional questions that are expected to be
answered when reading a book indicate intense reading. Students are helped to think and focus

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29
on the book’s content and intent, when questions such as what, how, when, how long, when
asked. Harmer describes that these kind of understanding questions give students the ability to
learn how to read and what to look for while reading.
2.14.4 During reading activities
(British Council [www]) describes that the instructor should reading exercises that may include
summarizing, listening to, asking, debating, analyzing and putting a text within one’s own
experience to enable students to read effectively. Currently clashes of various situations of text,
that would allow readers the chance to respond, challenge and debate with regard to textual
material. Good readers are also productive readers following such methods: making
assumptions and decisions, adding previous experience, missing irrelevant section, re-reading,
using meaning or guessing, etc. (British Council [www]). These tips contribute to an
interpretation of a text by the readers and provide the readers with the ability to evaluate the
text. Group debate is another major activity in the school. For an encouragement, this kind of
method used, it helps the readers to comprehend aspects of a text, that they did not use.
When they advanced in age, reading habits follow people, and even influence their academic
life. According to (Owusu-Acheaw and Larson 2014) there is a correlation between the reading
habits of students and their demographic profiles, academic achievement and professional
development. Several additional variables that influence reading habits were also found.
2.15 Quality of reading
1.Studies have observed that students with better performance may not read more than students
with lower reading performance (Parlette and Howard 2010). According to Parlette, in the
transition from middle school to high school, reading for fun is an important factor in the
growth of a sense of self and the willingness of students to fulfil their deep desire for
entertainment and relaxing. He further describes, students with better reading performance may
not read more than students with lower reading performance. Studies observed that in the
transition from middle school to high school, reading for fun is an important factor in the
growth of a sense of self and the willingness of students to fulfil their deep desire for
entertainment and relaxing (Parlette and Howard 2010).
2. (Owusu-Acheaw and Larson 2014) found that high reading quality has been shown to be
associated with more optimistic emotions towards reading skills. Learners who do not read

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willingly, be subject to detrimental impacts on their academic success.
3.(Akanda, Hoq et al. 2013) describe results of a study in Bangladesh, that reading is connected
to studying and learning, contributing to overall emotional, technical, and human progress. A
group of students at a Malaysian technical university’s reading habits and reading attitudes and
discovered that students who did not enjoy reading the course materials say that reading was
dull and does not stimulate them to says:
2.16 Reading ON SCREEN VS. PAPER
Researchers have explored whether students prefer reading on the computer or on paper with
the advent of computers and electronic sources academic world. According to (Vandenhoek
2013) students would read scholarly literature on video. (Leff and Harper 2006) describe that
student indicated that their lack of time was the biggest issue in reading. Students may tend to
read material that is readily available in view of these results rather than participate in a lengthy
quest for scholarly texts in a library.
To discover the basic distinction between learning from a written text and training on the
computer. The variations in technologies itself are not the solution. Rather, in both cases,
readers tigger multiple learning mechanism. When students studied on the projector, test results
were found to be lower relative to when they studied on paper. According to (Ackerman and
Lauterman 2012) what impact on learning.is the efficient control of the learning process and
not the medium. The statement represents a significant concern that technology will take hold
of our lives and impact reading habits because, as a result of the impact of mass media,
individuals have little interest in any form of reading. By simply reading novels, science fiction,
and magazines, students would not be able to expand their skills.
2.17 Factors Effecting Reading habits among ESL Learners
This is distinct characteristics of students who have reading habits. There are peculiar attitudes
towards reading habits in boys and girls. Studying needs hard work but all learns something
every day. (Piazza and Siebert 2008) has mentioned three factors in research, that could be
beneficial in the creation of healthy reading habits. A student who makes best use of his daily
reading time proves to be a good reader. Compared to those students who do not track their
time for reading, consider a good reader. If someone is waiting to prepare for tests, his opinions

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31
will not be as straightforward as a student who reads according to a timetable on a daily basis.
During analysis, it is necessary to assign particular time, length and breaks during study.
This approach recovers focus to research.
1. The key activities break down into smaller ones so that you can plan your study schedule.
2. Find a place to learn, it is important to find a good place to read better. Find a place without
noise, chaos and interference of any sort. Few people have the habit of reading while watching
TV or listening to music, but in a relaxed environment, most people want to read. Having such
a quiet place to study can be helpful.
3. It is difficult to construct a research schedule to reward your learning. Making a habit of
reading is a long-term operation. After reading a book, one can inspire oneself first for some
sort of reward.
Set the targets to read and read after encouragement, before it becomes a good habit. If we want
to get some kind of knowledge, such as tests, exams, etc. Often students mislead themselves to
indicate that they are reading, but they do nothing more than look occupied. To change reading
habits, there are several effective methods;(Carrington and Robinson 2009) explains some of
them in his SQ3R: five steps in this are survey, question, read, recite and review.
a. Survey
Taking a fleeting glance at the headings of the content, you are going to read before
you begin reading, and try to get a general understanding of the material. To understand
the various substance elements, make an attempt and obtain the primary theme of the
material, it is best to understand the description. In this way, the data that you are about
to read will be organized.
b. Question
Switch to one section at a time after having a general idea and aim to create a heading
of the subject and create a question to hold the heading of the material in mind. Your
question could be what brainstorming is, if the heading is ‘brainstorming’? Obtaining
the main focus or description of the content is useful.
c. Read
Only read the particular part of the material, search for the answer of your question.
The basic part of the text can be re-read to get the answer to your question. When
researching you will find some useful details while still looking for the answer

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32
to your question.
d. Recite
To remember the context of the chosen section, attempt to use your own words and
move to find the solution to the main question, searching for right now. Reciting it loudly
and move to the next section until you grasp the chosen portion. You may also write the
principal point of the section. Then move to the next one if you thoroughly understand the
first part and follow the same procedure with the next part.
e. Review
With the assistance of key points, you have to recapitulate your memories here.
Without consulting the content now, try repeating the questions. This analysis
confirms the opinion on the core definition. Away to build a relationship between
your views on the main concept. This method, in short, helps make your reading a fruitful
habit. You can make modification according to your preference in this process, e.g. You can
pick a paragraph to read despite the chosen section of the content, successful methods of
analysis help you identify the items you are attempting to approach and build up the text or
material’s key concept.
In conversation and behavior in everyday life, reading performs both congenial and purposeful
purposes. Parents and teachers serve a significant role in cultivating reading patterns among
individuals. An instructor can affect the behaviors, aspirations, reading choices and devotion
of students to living. (Gambrell and Heathington 1981) argue for the role of a teacher:(In
conversation and behavior in everyday life, reading performs both congenial and purposeful
purposes. Parents and teachers serve a significant role in cultivating reading habits among
individuals. An instructor can affect the behaviors, aspirations, reading choice and devotion of
students to living. According to (Gambrell and Heathington 1981) teacher’s role:
The verbal and nonverbal methods of engaging of reading to pupils, teachers must be aware.
During reading, he should be attentive to the sense of value and should be conscious of all the
essential reading components.
The mindset of students toward reading habits will be supported by an instructor. No doubt, he
fails to get good outcomes I, if he fails to inspire these behaviors among students. In terms of

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33
sex, age and culture, he should also promote constructive attitudes towards all students. The
preference of teachers for their pupils determines their lifelong reading habits. Instructor knows
the best about his learners. The authority a teacher has, to make relevant and good choices for
his pupils. The right decision at the right time makes it easier for students to continue reading
more and makes their activities in reading and literacy fun. By offering supportive
reinforcement, teachers should consult pupils, parents, and volunteers to organize reading
events. To inspire learners, to read and celebrate their success, teachers have opportunities.
These things provide students with an ability to do good in the future, too. It makes possible
for a teacher to get more results from this job. A problem-solving approach to consider and
answer the needs of students is discovered and implemented by instructor. An instructor may
take an interest in encouraging the academic ability of students to develop healthy reading
habits.
An instructor should always be prepared to recognize tensions that impede the production of
healthy reading habits and to locate them. He should handle the time for it and improve student
process, resources, experiences, and assistance. The role of instructor is defined by (Raphael
and Au 2005) according to them the sequence of his responsibility in the following figure:
Figure: Sequence of teacher’s responsibility
In this way, a teacher proves to be a coach to provide guidelines, model or presenter for
students, a scaffold, facilitate his students according to their needs, interests and problems and
himself participate in students’ activities to promote their reading habits. A teacher develops a
foundation from root to tip for better understanding of students. Moreover, home is considered
as a center of developing reading habits and attitudes among students at an early stage.
Reading habits depends on a large extent on parent’s attitudes, efforts and home
circumstances. Parental contribution is an important part of developing reading habits among
students.parents are the first teachers of their children but the collaboration of both parent and
Teacher
Explicit
Instruct
ion
Modeli
ng
Scaffol
ding
practici
ng

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34
teachers are necessary for students’ reading habits. Parents do their work on their side at home
and teachers do their work in school accordingly. Parents of diverse students are failed to
provide appropriate facilities to their children. Students are different in their home
environment, cultures, values and literacy practices. All these factors affect students leaning
achievements. Parental attitude and home environment proves to be a base for students in
developing good reading habits. When a child enters in school, he finds a new environment but
a child who is supported by his parents in a good home environment and background is ready
to accept this challenge.
In Pakistan, mostly parents are not able to provide an ideal environment to their children
because of inability, poor resources, lack of management and poor family background and the
result is that their children prove to be diverse learners. (Greaney 1996) speaks about parental
influences on students reading that are: Lack of appropriate material, inability of parents to
purchase reading material, lack of space and light, number of daily household tasks, child labor
practices. The same problems reflect in Pakistan also. According to (Adnan, Akram et al. 2016)
parents can work with their children in the form of playing games and reading books that will
encourage a child learning. They can take field trips to a farm, park, library and factory to clear
the concepts of their children about these things and to explore the community means and
resources. Parents can involve their children in various situations to give them a lesson about
some real-life situation.
2.18 Differences of Reading habits in Males & Females Students
Reading habit is essential and it can leave a positive impact on all age groups. Gaining
knowledge is a good way, but it must be constructive knowledge, it must facilitate a man to get
on in a profession, pass an examination, be good at conversation, or get hold of a status for
learning . (Fisher, Allen et al. 1996) observes that childhood reading affects the next reading
of a child. At early elementary years, usually students like to read their favorite books about
which they have heard or which have been read by their parents. For such readers, at later
elementary level, their family makes continuous efforts to provide them with further reading.
At junior high school level, many students keep record of what they read; boys are interested
in adventure, mysteries and biographies while girls take interest.

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