Abstract
This study explores the reading habits and comprehension levels of Grade 7 to 9 students at St. Peter's College of Toril, Inc., with a particular focus on engagement, reading frequency, material preferences, and working memory. Employing a quantitative research approach, the study found that students demonstrate moderate reading engagement (M = 3.10). Among the key indicators, Reading Interest and Motivation recorded the highest mean score (M = 3.34), underscoring the significant role of personal interest in shaping reading behaviors. Conversely, Reading Frequency and Time Allocation received the lowest score (M = 2.66), highlighting difficulties maintaining consistent reading habits. Regarding comprehension, Working Memory was assessed with a mean score of 3.28, indicating a moderate ability to retain and process textual information. The most frequently employed comprehension strategy was re-reading when encountering difficulties (M = 3.62), suggesting that students actively understand texts. However, the low mean score for difficulty understanding meaning (M = 2.81) points to areas requiring further instructional support. These findings emphasize the need for targeted interventions to enhance students' reading engagement and comprehension skills. Schools and educators can implement structured reading programs, allocate dedicated reading time, and diversify reading materials to sustain student interest. Additionally, integrating evidence-based comprehension strategies, such as summarization, annotation, and guided discussions, further supports reading development. Strengthening these areas is crucial for fostering improved literacy and academic success among junior high school students, reinforcing the importance of a supportive reading culture within educational institutions.
