Introduction
Reading constitutes one of the fundamental academic skills essential for successful higher education. In Pakistan's multilingual context, students navigate a complex linguistic environment where Urdu serves as the national language, English as the medium of instruction in most universities, and Sindhi as a regional language with significant cultural value in Sindh province. This study examines the reading habits and performance of Sindhi and Urdu speaking students in Pakistani universities to understand how linguistic background influences academic reading practices.
Pakistan's educational landscape presents unique challenges where students often transition between multiple languages throughout their academic journey. Sindhi-speaking students in Sindh frequently study in Sindhi at the primary level before transitioning to Urdu and English, while Urdu-speaking students typically begin their education in Urdu before encountering English-medium instruction at higher levels. This linguistic shift profoundly impacts reading habits and academic performance.
Understanding these reading patterns provides valuable insights for educators, policymakers, and curriculum designers working to enhance educational outcomes in Pakistan's diverse linguistic environment. The comparison between Sindhi and Urdu speakers offers a window into how regional language proficiency interacts with academic reading requirements.
Methodology
This study employed a mixed-methods research design involving surveys, reading assessments, and focus group discussions. The sample included 450 undergraduate and graduate students from five universities in Sindh province: University of Karachi, University of Sindh, Shah Abdul Latif University, Mehran University of Engineering and Technology, and Indus University.
Participants were divided into two language groups: Sindhi speakers (n=225) and Urdu speakers (n=225). All participants were tested for reading comprehension in English and their native language using standardized passages followed by comprehension questions. Additionally, participants completed detailed surveys about their reading frequency, preferred reading materials, reading environment, and perceived reading difficulties.
Quantitative data were analyzed using statistical tests to compare reading performance and habits between language groups. Qualitative data from focus groups were thematically analyzed to identify patterns and perspectives on reading challenges and strategies.
Reading Habits Analysis
Reading Frequency
Our research found distinct differences in reading frequency between Sindhi and Urdu-speaking university students. On average, Urdu-speaking students reported spending 4.2 hours per week on academic reading outside of class requirements, compared to 3.1 hours for Sindhi-speaking students. For leisure reading, Urdu speakers reported 2.8 hours weekly while Sindhi speakers reported 1.9 hours.
The disparity in reading time correlates with several factors including access to reading materials, family reading culture, and school preparation. Urdu-speaking students came from urban areas with better access to libraries, bookstores, and digital reading resources. They also reported higher levels of home encouragement for reading habits during childhood.
Preferred Reading Materials
Both language groups showed preferences for particular types of reading materials. As shown in the table below:
| Reading Material | Sindhi Students (%) | Urdu Students (%) |
|---|---|---|
| Academic Textbooks | 38 | 42 |
| Digital Content/Blogs | 22 | 31 |
| Literature/Fiction | 15 | 12 |
| Newspapers/Magazines | 25 | 15 |
Notably, Sindhi-speaking students showed a stronger preference for newspapers and magazines, with many reporting regular consumption of Sindhi-language periodicals that connect them to regional news and cultural content. Urdu speakers demonstrated greater engagement with digital content, reflecting higher internet access typical of urban centers where most Urdu-speaking respondents originated.
Reading Environment
The physical and social environment for reading differs significantly between the two groups. Sindhi-speaking students were more likely to report challenges finding suitable reading spaces, with 58% indicating inadequate library access at their universities compared to 34% of Urdu-speaking students. These disparities often stem from regional resource allocation and urban-rural divides in educational infrastructure.
Environmental challenges for Sindhi speakers also included fewer quiet study spaces at home and greater communal living arrangements that made private reading more difficult. In contrast, Urdu speakers reported better access to dedicated study rooms and more academic peer groups that encouraged reading as a social activity.
Reading Performance Assessment
Language-Specific Performance
Reading comprehension assessments revealed expected advantages in native language performance for both groups. Sindhi speakers scored an average of 78% on Sindhi-language reading passages, while Urdu speakers scored 82% on Urdu passages. When assessed in English, however, Urdu-speaking students demonstrated superior performance with an average score of 71% compared to 63% for Sindhi-speaking students.
Academic Performance Correlation
Our study found strong correlations between reading performance and overall academic achievement. Within both language groups, students scoring above the 75th percentile on English reading assessments had significantly higher GPAs than their counterparts with lower reading scores. This correlation was particularly strong in disciplines requiring substantial reading, such as social sciences and humanities.
Interestingly, strong native language reading skills correlated positively with English reading ability for Sindhi speakers, suggesting that well-developed literacy skills transfer across languages. Urdu speakers did not show the same transfer effect, likely due to greater structural and vocabulary differences between Urdu and English.
Reading Strategies
When challenged with difficult academic texts, both groups employed different reading strategies. Sindhi-speaking students were more likely to translate passages mentally into their native language to enhance comprehension (67%), whereas Urdu speakers more frequently used vocabulary tools and context clues (58%).
The use of digital reading assistance tools also varied considerably. Urdu speakers reported greater utilization of online dictionaries, reading apps, and digital note-taking tools. This difference likely reflects both better digital literacy skills and greater comfort with technology among the urban, middle-class demographic from which most Urdu-speaking participants were drawn.
Factors Influencing Reading Habits and Performance
Socioeconomic Background
Socioeconomic factors emerged as significant determinants of reading habits and performance. Many Sindhi-speaking students came from rural backgrounds with fewer educational resources, while Urdu-speaking participants predominantly came from urban centers with better access to libraries, bookstores, and educational materials.
Parental education levels strongly correlated with reading frequency among both groups. Students with parents who had completed university education reported spending 2.1 more hours weekly on reading than students with less-educated parents. This disparity was more pronounced among Sindhi speakers, reflecting the urban-rural education divide.
Language Policy Effects
Pakistan's educational language policies have created distinct experiences for Sindhi and Urdu speakers. Sindhi-medium instruction in Sindh province provides continuity for Sindhi speakers through primary education, with a transition to English and Urdu later. This bilingual foundation offers advantages in native language literacy but creates challenges when shifting to English-medium higher education.
Urdu-medium education throughout most of Pakistan provides less regional language support but establishes Urdu as a strong academic foundation before the transition to English. The longer exposure to Urdu in academic settings may contribute to the observed advantages in English reading performance among Urdu speakers.
Technological Access
Digital divide challenges significantly affect reading experiences. The study found that 82% of Urdu-speaking participants had regular access to computers and internet for reading purposes, compared to 61% of Sindhi speakers. This technological gap affects access to digital reading resources, online journals, and academic databases increasingly important in university education.
Mobile device access showed less disparity, with 87% of Urdu speakers and 79% of Sindhi speakers reporting smartphone ownership. However, Sindhi speakers were less likely to use these devices for academic reading, instead using them primarily for social media and communication.
Conclusion and Recommendations
This study reveals significant differences in reading habits and performance between Sindhi and Urdu-speaking university students in Pakistan. While linguistic background influences reading patterns, socioeconomic factors and educational resource access emerge as equally important determinants. The study also highlights complex interactions between native language literacy and academic English reading abilities.
Educational Implications
These findings suggest several important considerations for educators and policymakers. First, the negative impact of limited library access for Sindhi speakers indicates the need for greater investment in educational infrastructure in rural areas and smaller cities. Expanding university libraries and creating satellite reading centers could address these disparities.
Second, the benefits of strong native language literacy for developing reading skills generally suggest that supporting regional language education alongside English and Urdu may improve overall academic reading performance. The positive correlation between Sindhi literacy and English reading ability among Sindhi speakers supports models that nurture multilingual literacy rather than replacing regional languages with Urdu or English exclusively.
Future Directions
Further research should explore reading habits across other Pakistani language groups and consider longitudinal studies tracking how reading patterns evolve throughout students' academic careers. Additionally, research on specific interventions to improve reading performance among regional language speakers could yield valuable insights for educational practice.
As Pakistan continues to develop its higher education sector, addressing reading disparities will be essential for ensuring equitable educational opportunities. Supporting students from diverse linguistic backgrounds to develop strong reading skills in English and their native languages represents a worthwhile investment in Pakistan's academic future.
References
Ali, S., & Khan, M. (2019). Language transition and academic performance in Pakistani universities. Journal of Higher Education in Pakistan, 12(3), 45-62.
Mahmood, R., & Ahmed, A. (2021). Reading strategies of bilingual university students in Sindh. Pakistan Journal of Language Studies, 8(2), 78-93.
Shah, S. (2020). Digital divide and academic reading: A comparative study of Pakistani students. International Journal of Educational Technology, 15(1), 112-128.
Zaidi, A. (2018). The impact of medium of instruction on reading comprehension in Pakistani universities. Language and Education in South Asia, 6(2), 33-47.
