A Comparative Analysis of Reading Habits among Standard Eight Students across Different School Types

Abstract

This study explored the reading habits, preferences, and challenges of Standard VIII students across government, government-aided, and private schools in Thoothukudi District. Using a descriptive survey design, data were collected from 130 students through a structured and validated questionnaire covering aspects such as reading frequency, book preferences, sources of reading materials, language preferences, digital engagement, and library usage. The findings revealed significant association between the type of school and key reading behaviours. Private school students showed greater access to books and digital platforms but surprisingly reported lower daily reading frequencies and underutilization of school libraries. In contrast, government-aided school students demonstrated structured reading patterns and higher library engagement and government school students largely depended on informal sources like peers and exhibited stronger preferences for traditional books and mother tongue reading. Educational implications underscored the need for equitable access to resources and tailored reading interventions.