A STUDY ON READING COMPREHENSION ABILITY AND READING HABITS IN RELATION TO THEIR COGNITIVE ABILITY

Abstract

This study examines the connection between secondary school students' reading comprehension skills, reading habits, and cognitive abilities. Given the increasing significance of reading comprehension for academic achievement, especially in high-stakes exams, it is essential to comprehend its cognitive and behavioural underpinnings. Examining the relationship between reading comprehension skills, cognitive capacities, and reading habits in secondary school-aged boys and girls is the goal of this study. In the Raichur district of Karnataka, 720 secondary school pupils participated in a descriptive quantitative study. Using stratified random sampling, participants were chosen. According to the study, comprehension of language structures, syntax, and cognitive processes like memory, attention, and problem-solving are all important components of reading comprehension. The main results showed that cognitive abilities correspond with both reading habits and comprehension skills and that reading habits significantly improve comprehension ability. The study offers insightful information for teachers, indicating that pupils' comprehension skills can be greatly enhanced by encouraging positive reading habits and comprehending cognitive development. Additionally, it provides helpful suggestions for enhancing instructional methods, like tailored interventions based on reading habits and cognitive profiles. In order to promote improved learning outcomes, the results also emphasize how crucial it is to incorporate cognitive skill development into language instruction.