This study investigated the effects of reading habits on two key neurocognitive functions: memory and attention span, among tertiary students in Selangor, Malaysia. Amidst shifting reading behaviors due to rapid digitalisation and academic pressures, there is a critical need to understand how students' evolving reading practices impact essential cognitive skills. Employing a quantitative, cross-sectional survey design, data was collected from a sample of 150 students using a self-report questionnaire with items adapted from the Cognitive Failures Questionnaire (CFQ). Data analysis included descriptive statistics, reliability testing, and regression analysis using SPSS. The analysis revealed that reading habits demonstrated significant predictive effects for both memory and attention span. Specifically, higher reading engagement was associated with fewer reported cognitive failures, supporting the hypothesis that reading habits positively influence neurocognitive functioning. The results also indicated that reading habits accounted for a greater proportion of variance in memory than in attention span. This study highlights the importance of consistent reading practices in enhancing neurocognitive functions and provides valuable, culturally relevant insights for developing educational strategies and policies to promote better reading habits among students in the digital age.