Relationship Between Reading Habits and Academic Achievement of Secondary School Students in Lafia, Nasarawa State

Reading habits constitute a foundational academic skill that significantly predicts student achievement across all subject areas, yet available evidence suggests declining reading engagement among Nigerian secondary school students. This study investigated the relationship between reading habits and academic achievement among secondary school students in Lafia, Nasarawa State, North Central Nigeria. A descriptive correlational design was adopted, with 360 students sampled from ten secondary schools through stratified random sampling. The Reading Habits Inventory and students' most recent terminal examination results were used as primary data sources. Pearson correlation, regression analysis, and independent samples t-tests were used to analyse data. Findings showed a significant positive correlation between consistent reading habits and academic achievement, particularly in English Language, Social Studies, and Literature. Students who engaged in voluntary reading beyond school assignments demonstrated substantially higher academic performance. Access to a functional school library was a moderating factor, with students in schools with active libraries reporting more positive reading habits. Counsellors were identified as underutilised advocates for reading culture in Lafia schools. The study recommended that school counsellors collaborate with librarians to develop reading motivation campaigns, and that Nasarawa State integrate reading habit development into the school guidance curriculum. Keywords: reading habits, academic achievement, secondary school, Lafia, Nasarawa State.