Similar to all educational and instructional activities, reading must be continuous so as to make students’ learning true and durable in a way to enhance their experiential learning. It has been claimed that the rank of our country is not promising in the list of countries in terms of the number of books and magazines published and the time and resources that are allocated specifically for reading. The authors of this study have observed that their students who are enrolled in the English Language and Literature undergraduate program experience problems in their reading skills. The authors’ observations gave birth to the hypothesis that there was a negative relationship between students’ involvement in reading and the time they spent in the media. A study was designed to understand this relationship and following the necessary demographic questions, students' (n = 200) opinions on their own reading habits were collected through a Likert scale which included 20 items. The relationship between students' reading habits and their access to TVs, mobile phones, and internet based resources were examined in relation to variables such as students’ parental education and the time they spend on activities other than reading.