READING HABITS IN THE DIGITAL AGE:IMPLICATIONS FOR LITERATURE TEACHING

Abstract

This study examines the reading habits, attitudes, and genre preferences of fifth- to eighth-grade primary school students in the contemporary digital environment, with a particular focus on the relationship between the use of digital media and the reading of printed books. The sample comprised 156 students attending schools in rural, suburban, and urban areas. The data were collected using a questionnaire and analyzed through quantitative methods,
including descriptive statistics, the independent-samples t-test, one-way ANOVA, as well as correlation and regression analyses. The findings indicate a moderate level of reading engagement, with statistically significant differences between genders and ages. Female students have a stronger preference for genres characterized by emotional and narrative complexity, whereas male students adopt a more instrumental approach to reading. The reading frequency declines with age. The correlation analysis reveals a moderate positive relationship between the use of digital resources and book reading (r = 0.453, p < .01), suggesting that these practices are complementary rather than mutually exclusive. The regression analysis identifies the family cultural context, measured by the number of books in the household, as the strongest predictor of reading habits (η² = 0.361), alongside the significant influence of students’ attitudes toward reading and their previous reading experience. The findings highlight the need for pedagogical approaches that integrate digital media into literature teaching, strengthen students’ motivation to read systematically, and encourage a supportive family environment.