Reading Habit Formation and Lexical Growth in Secondary Language Learning

Abstract

This study traced the relationship between reading habit formation and lexical growth among Grade 9 learners in Kalinga National High School. Using a cross-sectional distribution-sensitive predictive design, data were gathered from 80 learners selected through proportionate stratified random sampling. Reading habits were measured through reading regularity, voluntary reading engagement, sustained reading time, and diversity of reading materials, while lexical growth was assessed through word recognition, contextual meaning, semantic relationships, and appropriate word use. Descriptive statistics and quantile regression at the 25th, 50th, and 75th percentiles were applied to determine how reading habits contributed to lexical performance across achievement levels. Results showed moderate reading habit formation and moderate lexical performance, with learners performing better in word recognition than in contextual meaning and appropriate word use. Reading regularity was more influential among learners with lower lexical scores, while voluntary reading engagement and sustained reading time became significant among learners with average and higher performance. Diversity of reading materials emerged as the most consistent predictor across all lexical levels. The findings suggest that lexical development was associated not only with reading frequency but also with the range, duration, and voluntary nature of learners’ reading experiences. Providing wider access to varied texts and sustained independent reading opportunities may therefore strengthen vocabulary development among secondary learners.