Reading Less, Achieving Less? A Longitudinal Study of Reading Time and Academic Achievement in South Korea

• In Event: Bridging Divides Through Literacy: Identity, Power, and Practice in International Contexts

Abstract

This study examines the longitudinal relationship between leisure reading time and academic achievement growth in reading, mathematics, science, and social studies from Grades 4 to 8 using South Korean data. Cross-classified multilevel modeling shows that reading time was positively associated with achievement in all subjects, though its effect declined in reading and mathematics but strengthened in social studies and science. These findings underscore the role of sustained out-of-school reading in supporting content learning across disciplines.

Authors

• Jackie E. Relyea, North Carolina State University

• HyeJin Hwang, University of Minnesota

• Xinyan Fu, NC State University

• HARAM JEON, CHONNAM NATIONL UNIVERSITY