Reading Habits and Literacy Practices in Remote Learning Contexts: Proposed Intervention

Authors

Marry Grace C. Loquillano

Abstract

This study examined the reading habits and literacy practices of elementary pupils in remote learning contexts in selected remote schools in Aloran District during the School Year 2025–2026 as a basis for a proposed intervention program. Using a descriptive-correlational research design, the study involved 120 Grade 4 to Grade 6 pupils selected through stratified random sampling. Data were gathered using a validated and reliable questionnaire adapted from existing literacy instruments. Descriptive statistics and Pearson Product-Moment Correlation were employed for data analysis. Findings revealed that pupils generally demonstrated favorable reading habits in terms of frequency, duration, materials accessed, and purposes of reading, with a heavy reliance on printed and multilingual resources. Pupils also exhibited positive literacy practices in comprehension, application of reading skills, interpersonal and social skills, and reflection and expression of meaning. A significant moderate to strong positive relationship was found between pupils’ reading habits and their literacy practices in remote learning. The results underscore the importance of strengthening reading habits to enhance literacy development in remote learning environments.

Keywords

reading habits, literacy practices, remote learning, elementary pupils, descriptive-correlational study