Academicachievement employs an outcome of a person who has cultivated either theirshort term or long term goals and attainment of educational degrees such ashigh school and bachelor’s degree that centers on activities which are school,college and university.Scienceis appreciated by civilization because the uyilization of scientific knowledgehelps to satisfy many basic human needs and improve the standards of living. It is intellectual and factual activity including thelogical study of the structure and behavior of the physical and natural worldthrough observation an experiment.There are thrive ofLiterature on the relevance between reading habits and academic performance.Academic achievement also means how much knowledge the individual has gainedfrom the school (Bashir & Matto, 2012).
According to them, reading andacademic achievement are crucila for research workers and educationists to knowthat every child whether brilliant, average, normal or backward should beeducated in his or her own way but if he or she bear good study habits, he orshe can achieve well in academics and in every situation. It is the readinghabits which help the learner in attain relevant and fascinating knowledge. Agood reading habits can act as a strong armament for the students to excel inlife.
Owusu-Acheaw, (2014) characterize reading habits as well planned andcalculated pattern of study which has attained a form of compactness on thepart of students toward acumen academic subjects and passing at examinations. Hementioned that reading habits determine the academic achievements of studentsto a great extent. Both reading and academic achievements areinterdependent and on each other. Students come from different background andlevel of society with different levels of academic achievement. Therefore theydiffer in the motivation and reading habits.
While some students have positivereading habits, others tend to exhibit low reading habits. Studying at the university/college level normally requires reading andlearning from challenging expository texts on peculiar science domain. Researchshows that reading comprehension predicts explicit course exercise and evenoverall college performance (Royer, Marchant, Sinatra, & Lovejoy, 1990).Yet students’ ability to comprehend scientific texts is often inadequate (Snow,2002), as reading such a text is a complex cognitive task (Nist & Holschuh,2000).
Readingand Writing to learn science. According to Shawn M. Glynn and K. Denise Muth(1994) Learning from science textbooks and other print-based materials shouldbe relevant, conceptually integrated, and active: To perform this task efficiently, students must acquire accessibleconceptual knowledge about a particular domain and must apply text processingstrategies.
When the conceptual knowledge is inadequate and when thefamiliarity with the text is low, reading strategies are particularly important(McNamara, 2004; Scardamalia & Bereiter, 1984).Apassive, isolated, learning is boring,easily forgotten, and inapplicable (Alexander & Kulikowich, 1994; Glynn& Britton, 1984). There is evidence that even experiencedreaders face some difficulty in applying elaborate comprehension strategiesduring reading complex scientific text (Graesser, 2007). In Wood, Motz, andWilloughby’s study (1998) students indicated that their experience withsophisticated strategies did not occur until high school, and perhaps evenlater.Tocomprehend fundamentally important concepts in science textbooks, students needactivities and strategies that support active, process-oriented learning(Norris & Phillips, 1994; Pressley, Borkowski, & Schneider, 1990). Somepossible activities for learning science include asking students to readReading Techniques Help students Master Science. According toFrancie Diep it was mentioned that in a study of1,651 high school students from three states, reading ability was just asimportant to students’ Science-class grades and scores on state-level Sciencetests as the amount of Science knowledge they had.
The study found reading skill was even moreimportant than such background knowledge for correctly answering questionsbased on passages about Science.There are some studies and articles also related to thisresearch. In one of the study by MaryLee Barton and Deborah L. Jordan, A Supplement to Teaching Reading in theContent Areas: If Not Me, Then Who? Theymentioned that reading Science text and textbooks require the same criticalthinking, analysis, and active engagement as performing hands-on scienceactivities. Science and reading havemany process skills in common. As Armbruster(1993) contends, “The same skills that make good scientists also make goodreaders: engaging prior knowledge, forming hypotheses, establishing plans,evaluating knowledge, determining the relative importance of information,describing patterns, comparing and contrasting, making inferences, drawingconclusions, generalizing, evaluating sources, and so on” .
ReadingHabits Among Students and its Effect on Academic Performance. Accordingto Micheal Owusu Acheaw (2014) concluded the study revealed that 62.5% of therespondents acknowledge the importance of reading and said reading helps themto express themselves better. However, the study also found that 81.9% had notread a novel or fiction within the two preceding semesters and only 18% saidthey had read a novel or fiction within the same period. The study furtherconfirmed that 75.0% respondents engage in reading just to pass an examination.It was also confirmed in the study that 62.
0% of the respondents visit thelibrary to read lecture notes, 25.0% to read textbooks and only 3.0% visit thelibrary to read novels or fiction. The study revealed that majority of therespondents had the view that reading habits have effect on academic exerciseand that there is a direct relationship between reading habits and academicperformance. The study further found out that laziness is one of the basichindrances to reading among the respondents. Impactof Reading Ability on Academic Performance at the Primary Level.
CalebBartholet Cimmiyotti (2013) concluded Comparison of Findings with ExistingStudies This study’s findings correlating reading and math exercises expandupon and support the Vilenius-Tuohimaa, et al. (2008) study, which foundthat text comprehension skills were related to the ability of students to solvemath word problems. Although this study focused on the correlation betweenreading and math performance, the broader concept of reading being linked toother academic content areas is supported by this study in conjunction with theresults of Cromley’s (2009) study, which correlated reading and scienceachievement, and the Espin and Deno (1993) study, which found basic literacyand academic success were related. The method and focus of this study issimilar to these other studies as well. Theresearch of Espin and Deno (1993) examined the relationship between basic readingliteracy and academic success by looking at reading measures, much like thiscurrent study did.
However, this current study focused on math cumulativeassessments, the curriculum benchmarks and state standardized test, as opposedto examining student performance in a more general sense based on tasks,grades, and achievement tests in multiple subject areas. This study alsoexamined a wider age range of students than the Vilenius-Tuehimaa, Aunola, andNurmia (2008) study which had a narrow focus on fourth grade students and theirtext comprehension skills and ability to solve math word problems. This studyincluded those distink skills in conjunction with others, such as vocabulary,reading fluency, and basic number problemsTherefore,the first aim of the study was to explore relations between reading andacademic achievement for STEM student The secondaim of the study was to examine relationship between different strategies andreading comprehension. First, we determine what particular reading materialsthey choose to read and second, we examined how often they read those readingmaterials. The final aim was to examine the contribution of these strategies totheir academic achievements.