Reading Proficiency and Engagement in Academic Achievement and Pedagogical Readiness: a Quantitative Study of Pre-Service Teachers in Higher Education

Abstract

This quantitative investigation examined the impact of reading proficiency and
engagement on the academic performance and pedagogical preparedness of 248 intentionally
selected pre-service teachers from a private institution of higher education (142 females, 106 males;
mean age 22.4 years). Employing structured questionnaires, the research evaluated five main
objectives. The study addresses a critical gap in understanding how literacy skills influence teacher
readiness. Specifically, the findings indicated a range of reading proficiency, with 35.9% categorized
as proficient and 18.1% as advanced; conversely, a substantial 46% were classified within the below
basic or basic categories (mean score: 67.5). These results underscore the uneven literacy foundation
among pre-service teachers. Furthermore, reading engagement was predominantly moderate to
high (45.2% moderate, 33.8% high), though 21% indicated low levels of engagement. High
engagement levels were positively associated with proactive learning behaviors. Moving to strategic
utilization, predominant strategies utilized included annotating (79.0%) and summarizing (69.4%),
but higher-order strategies such as self-questioning (39.1%) were notably underutilized. Limited use
of advanced strategies suggests the need for focused metacognitive training. Subsequently, a
moderate-to-strong positive correlation was established between reading proficiency and academic
achievement (r = 0.58, p < 0.001). The correlation highlights reading proficiency as a foundational
determinant of learning outcomes. Significantly, both reading proficiency (β=0.52, p<0.001) and
engagement (β=0.24, p<0.001) were found to be significant predictors of pedagogical readiness,
collectively accounting for 49% of the variance (Adjusted R² = 0.48). This finding emphasizes the
predictive power of literacy and engagement on teaching preparedness. In conclusion, the research
demonstrates that strong reading abilities and sustained engagement are vital for the academic
success and teaching preparedness of future teachers. Integrating literacy development into teacher
education is therefore imperative. Therefore, it is advised that teacher education programs
incorporate explicit and targeted reading development strategies, including workshops and
advanced metacognitive strategy training, to enhance both proficiency and engagement among preservice teachers. Future research should explore the longitudinal impacts of enhanced reading
interventions on teaching efficacy. Overall, the study contributes evidence-based recommendations
for curriculum designers and policymakers in higher education.