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An Analysis of the Longitudinal Relationship between Reading and Academic Achievement among High School Students: Using Data from the Korean Education Longitudinal Study 2013

  • Journal of Korean Library and Information Science Society
  • Abbr : JKLISS
  • 2026, 57(3), pp.395~420
  • DOI : 10.16981/kliss.57.3.202609.395
  • Publisher : Korean Library And Information Science Society
  • Research Area : Interdisciplinary Studies > Library and Information Science
  • Received : August 10, 2026
  • Accepted : September 8, 2026
  • Published : September 30, 2026

Chung Jin Soo 1

1덕성여자대학교

Accredited

ABSTRACT

This study examined the longitudinal associations of reading amount and reading enjoyment in the first year of high school with later academic achievement in Korean, mathematics, and English. Multiple linear regression analyses were conducted using a model-specific complete-case approach with data from Waves 6 (2018), 7 (2019), and 8 (2020) of the first phase of the Korean Education Longitudinal Study 2013. Reading amount was measured by the response category for the number of books read in the previous month, and reading enjoyment by five items concerning reading as a hobby, talking about books, bookstores and libraries, books as gifts, and finishing a book once started. The dependent variables were average subject grades from the National Joint Academic Achievement Tests in the second and third years of high school, controlling for student, school, and family background characteristics and prior achievement in the same subject. Reading enjoyment showed significant longitudinal associations in the direction of higher achievement across both follow-up waves and all subjects. Reading amount was not significantly associated with achievement in the second year but was associated with lower achievement in Korean and mathematics in the third year. Among the reading enjoyment items, liking to visit bookstores or libraries was associated with higher achievement in Korean and English in the second year and in all three subjects in the third year. These findings indicate that understanding the relationship between reading and academic achievement requires considering affective experiences such as reading enjoyment separately from reading amount.

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