Significant associations were also identified among the
schoolchildren’s reading practices: reading on social media
(APR = 1.09; 95% CI: 1.07–1.11; p < 0.001), reading
magazines (aPR = 1.03; 95% CI: 1.01–1.04; p < 0.001) and
reading newspapers (aPR = 1.02; 95% CI: 1.01–1.03; p <
0.001). Participation in library activities also showed a
positive association (aPR = 1.05; 95% CI: 1.04–1.07; p <
0.001).
frequency and quality of reading among children (Cortez,
2021; Sagal, 2021; González, 2022). Reading books was
found to be associated with receiving reading material as a
gift; this is because early access to printed materials
improves reading performance at school, and students who
own their own book are more likely to read above the level
expected for their age (Krashen, 2004; Clark & Poulton,
2011). These results reinforce the importance of the home
as a privileged space for reading socialisation, consistent
with contemporary literature on emergent literacy.
By contrast, school-organised activities —such as
participation in school libraries, reading clubs and literary
competitions— showed no significant association with
book reading (all with p > 0.05). To highlight these
findings, a line-and-point plot is provided, allowing for a
visual assessment of the magnitude of the effects of the
factors associated with book reading (Figure 2).
Contrary to expectations, reading digital books, magazines
or newspapers was associated with increased reading of
printed books. This suggests that digital reading does not
replace traditional reading but rather could act as a gateway
to diverse reading practices, particularly among
adolescents. Digital exposure ultimately fosters a reading
environment, facilitates rapid access to reading material
and improves reading habits (Palacios García et al., 2024).
CONCLUSIONS
In comparison, school-based activities such as library use,
reading clubs and public speaking competitions showed no
significant association with book reading. This finding
suggests that it is not enough for schools to promote
reading activities amongst pupils without the support of the
family environment; therefore, improvement strategies
must involve the family in order to achieve a real impact
(Wigfield et al., 2008).
he results show that the prevalence of book reading
among Peruvian schoolchildren (aged 6–17) stands
at 88.9% (at least one book a year outside school
activities), a higher proportion than that reported in other
contexts. In Spain, for example, only 68.8% of children and
adolescents reported having read non-school books in the
last year (Federación de Gremios de Editores de España,
2020). The highest proportion of readers is found in the 9–
11 age group, consistent with the findings of Mol & Bus
(2011), suggesting that primary school is a critical period
for the consolidation of reading habits.
The results of this study show that book reading among
schoolchildren is significantly associated with factors in
the family environment and socioeconomic status, which
has important implications for the design of educational
interventions and public policies. In this context, strategies
aimed at promoting reading must go beyond the school
setting alone and actively incorporate the family
environment as a central component, promoting daily
reading-stimulating practices from an early age. To ensure
their effectiveness and sustainability, such interventions
should be designed with the individual characteristics of
the student in mind, fostering their intrinsic motivation and
the development of meaningful reading experiences, as
well as interaction with their peers, given the role of the
social environment in consolidating reading habits (Lee &
Kim, 2022; Smith & Jones, 2020).
Furthermore, the high socioeconomic status group was the
only one with a significant association in the adjusted
model. This finding aligns with evidence recognising the
role of economic and cultural capital in access to books,
printed materials and literacy-promoting environments
(Cáceres, 2020; Korzeniowski, 2023; Urbano, 2023).
Reading promotion activities at home, such as singing
songs, playing with rhymes or tongue twisters, telling
stories and giving books as gifts, were linked to a higher
prevalence of reading. In this regard, several authors note
that these activities strengthen language skills, intrinsic
motivation and positive attitudes towards reading (Pascual,
2018; Herrera, 2022; Holguín, 2021). Furthermore, a
family environment rich in reading practices improves the
Likewise, the findings highlight the need to implement
integrated strategies between schools and families, aimed
Pajares-Centeno, S., Vargas-Fuentes, J., & Flores-Palacios, R. (2026). Book Reading & Related Factors among
Schoolchildren ages 6-17: Evidence from Peru’s National Reading Survey. Investigaciones Sobre Lectura, 21(1), 25–50.
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