Exploring the relationship between habitual-voluminous book reading and writing performance among third-grade students: a correlation analysis

Abstract

This study examines the impact of habitual-voluminous book reading activities on students’ writing skills in a distinct context lacking prior research. Employing technology to monitor students’ reading, the research focuses on first language habitual-voluminous book reading activities, a domain unexplored in Taiwan’s education system. Tracking book reading over three years, the study unveils the gradual fulfillment of reading goals and explores the connection between habitual-voluminous book reading and writing performance. The investigation also found that graded reading and Bridge Books’ roles in enhancing students’ reading and writing outcomes. Employing rigorous data analysis, the study offers a comprehensive understanding of the intricate relationship between habitual-voluminous book reading and writing performances. Findings reveal Picture Books and Basic Books as popular reading categories, influencing writing quality and word count during the revision process. However, there are potential trade-offs between quantity and quality of the writing performances, specifically observed in Bridge Books’ impact on initial draft and revision quality. The complex interplay between different grades of the book and writing performance emerges, suggesting implications for educational interventions and further research in enhancing writing performances through habitual-voluminous book reading.