Needs Assessment for Sustainable Reading Ability of High School Students

This study assessed the sustainable reading ability of high school students in Changsha City to identify current and expected situations, determine the gaps between them, and propose actionable recommendations for improvement. A mixed-methods design was employed, integrating quantitative and qualitative approaches. The sample included 400 students from six high schools and 20 teachers and administrators with over 10 years of experience, selected through purposive sampling. Data collection tools consisted of questionnaires using a 5-point Likert scale across six dimensions and structured interviews. Instrument validation included pilot testing with 30 participants and expert review. Data were analyzed using descriptive statistics, paired t-tests, and the Perceived Needs Index (PNI) to prioritize development areas. Results indicated a significant gap between the current and the expected levels of reading ability across six dimensions, with the highest needs identified in students’ reading literacy reading teaching, and family cultural environment. Paired t-test results confirmed the statistical significance of these gaps (p < 0.05). Thematic analysis of qualitative data reinforced the quantitative findings, revealing key barriers such as limited resources, inadequate teaching strategies, and insufficient family support. Recommendations included implementing targeted reading programs, enhancing teacher training, fostering family involvement, and promoting a reading culture through community and school-wide initiatives. These findings contribute to the literature on sustainable reading development and provide practical guidance for educators and policymakers to address critical gaps effectively.