English Reading Difficulties Faced by Students at Primary Level in Punjab Province
Keywords:
English Reading Difficulties, Speed Deficits, Pronunciation Deficits, Comprehension DeficitsAbstract
This research investigates English reading difficulties among primary-level students in public and private schools in the Gujranwala district, Punjab. Using a quantitative survey methodology, a stratified random sample of students participated, offering insights into their perceptions of specific reading challenges. The structured questionnaire, validated for reliability, included Likert-scale questions measuring difficulty levels in pronunciation, speed, and comprehension. Statistical analysis revealed significant findings, indicating that students faced pronounced speed deficits (M=3.710) as the most prominent challenge, followed by pronunciation deficits (M=3.591) and comprehension deficits (M=3.589). Further, a comparative analysis between public and private school students unveiled that while pronunciation and speed problems were comparable, public-school students encountered more significant comprehension problems (p=0.000). Gender-specific analysis highlighted variations in the challenges faced by male and female students. The study provides nuanced insights into English reading difficulties, informing targeted interventions and policy adjustments for improved literacy outcomes in the Gujranwala district.
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