Cultivating Sustainable Reading Engagement through a Structured One-Month-One-Book Literacy Intervention: Evidence from Vocational Secondary Education
DOI:
https://doi.org/10.64780/jole.v2i1.198Keywords:
Reading Engagement, School Literacy Movement, Literacy Intervention, Vocational Secondary Education, Adolescent Literacy, Reading CultureAbstract
Background: Reading engagement remains a critical challenge in vocational secondary education, where literacy practices are often overshadowed by skill-oriented learning. Structured school-based literacy programs are therefore needed to foster sustained reading habits among adolescents.
Aims: This study examines how a structured One-Month-One-Book literacy intervention cultivates sustainable reading engagement among students in vocational secondary education.
Methods: A qualitative case study design was employed in a vocational secondary school. Data were collected through observations, interviews, and document analysis, focusing on the planning, implementation, and evaluation of the literacy program, as well as students’ responses to reading activities.
Results: The findings show that the intervention encouraged more regular reading habits, increased students’ motivation to read, and supported reflective engagement through book summaries, presentations, and classroom discussion. Teacher facilitation and routine literacy activities also contributed to a more supportive reading environment within the school.
Conclusion: The study demonstrates that a structured literacy intervention such as the One-Month-One-Book program can play a significant role in cultivating sustainable reading engagement in vocational secondary education. By integrating routine reading activities, reflective tasks, and teacher guidance, the program supports the gradual formation of students’ reading culture. More broadly, the findings suggest that literacy initiatives in vocational schools should move beyond occasional reading campaigns and instead adopt structured, continuous interventions that encourage active participation and personal reflection. Such approaches contribute not only to improving students’ reading interest but also to strengthening critical thinking, learning autonomy, and lifelong literacy practices. These insights highlight the importance of contextualized literacy strategies in vocational education and provide evidence that structured school-based literacy interventions can support the development of more engaged and reflective readers in diverse educational settings
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