Reading habit: its influence on the cognitive development of Higher Basic students

Abstract

The study addressed the problem of the decline in reading habits and its potential impact on the cognitive development of Ecuadorian students. The objective was to determine the influence of the reading habit on the cognitive development of high school students of the U.E “Las Delicias” of the cantón Santo Domingo. A descriptive correlational approach and a quantitative methodology were used, with a descriptive level that facilitated in-depth exploration of the problem. The sample included 186 students and 5 language and literature teachers, using closed-ended questionnaires to collect data. The main results revealed that the majority of students participate in reading activities in the classroom and recognize an increase in interest in reading due to these activities. The teachers confirmed their commitment to promoting reading, although they highlighted the need for strategies to improve reading autonomy outside the classroom. A strong positive correlation was found between reading habits and cognitive development, both from the perspective of students and teachers, indicating that greater engagement with reading is associated with better cognitive development. It is concluded that, although teachers are using effective strategies within the classroom, it is imperative to extend these practices beyond the school context to enhance autonomous reading. This suggests the need for comprehensive strategies that involve all educational actors, including families, to create a reading culture that promotes cognitive and academic development.