This study explored the impact of digital media and reading habits on student achievement. The analysis of data from the 2013 Korean Education Longitudinal Study, involving 6,525 eighth graders, employed latent profile analysis to categorize students’ engagement with digital devices and books. The research aimed to understand the impact of varied literacy practices, encompassing both digital device usage and reading habits, on academic performance. Findings indicate that extensive book reading, as part of a balanced approach to literacy engagement, tends to be associated with higher academic performance when compared to relying solely or primarily on digital devices for accessing information. Furthermore, the findings suggested that utilizing digital devices was significantly linked to lower academic achievement even when utilized for educational and academic purposes. The intricate relationship between digital media use, reading activity, and academic achievement underscores the need for guidance for a balanced literacy engagement that incorporates both traditional book reading and digital modalities for a technologically advanced world.