Reading habits of successful readers in deprived contexts.

Abstract

This qualitative research is based on the reading habits of successful readers in deprived contexts positioned within the interpretivist paradigm. Five Grade 4 learners were purposively selected to explore and understand the phenomenon under study. The study employed the Reading Habits Theory as a framework to understand the reading habits of successful readers in a deprived context. The data were generated through an open-ended questionnaire, visual method (posters) and thought bubble drawings. Since the data were generated during the Corona Virus (COVID -19) pandemic, safety precautions were observed to avoid physical contact with the participants. This study employed thematic analysis to understand data. The study aimed to find out what successful readers’ reading habits are in deprived contexts and what informs the reading habits of successful readers in deprived contexts. The study revealed that learners’ reading habits include self-taught routines where they develop reading habits without any assistance. Visiting the library and passion for reading books are also reading habits that make learners excel more than their peers. They have the opportunity to go to the library, where they are exposed to multiple books and develop an interest in reading books. The learners’ hunger for knowledge influences these reading habits, as they believe that when they read, they learn something new. These reading habits become a hobby for children since they read to relax their minds, even after doing home chores. The learners who participated in this study read because it helps them escape many challenges experienced in their homes, e.g., socio-economic issues. Hence, they habitually read to calm their minds. It allows them to advance their reading abilities and have plenty of time to read than engage in other activities. The study revealed that most learners also imitate their parents who read materials such as newspapers and bibles, not knowing that they inspire their children to read. This shows that reading is formally introduced to learners but can also be developed outside the schooling environment. The study recommends conducting more studies in multiple contexts with a larger population. It may assist in understanding whether the successful readers in other places have the same reading habits or not. In addition, reading should not be treated as a school or subject activity but expanded to different contexts where learners are encouraged to read continuously, becoming long-life learners through reading and positively engaging with the world.