Exploring the Relationship of Vocabulary and Syntax Knowledge with Urdu Reading Comprehension of Primary School Students

Abstract

The study targeted reading comprehension to explore not only its acreages but also to determine their association with the purpose of teaching the Urdu language. The objective of the study was to find out the level of vocabulary and syntax knowledge in the Urdu language to determine their relationship with Urdu reading comprehension at the primary level. Correlational design under the umbrella of the quantitative method was used. A total number of 275 students were conveniently sampled from public primary schools of the district Sargodha-Pakistan. A test of 50 marks based on PEC (Punjab Examination Commission) papers was the tool to collect the data. The items were selected with the consultation of educational experts and item developers. On the basis of the findings, students were categorized against four levels of achievement namely poor, average, above average, and good. Out of these four levels, the good level was at the top while the “poor level” was the least preferential. It was found that about half (48.36%) of the students had a good level of Urdu vocabulary and three-fourths of the students (72.36%) had a good level of syntax knowledge in the Urdu Language. Furthermore, the vocabulary correlation was positive at .57, and the syntax knowledge correlation was also positive at .71 with Urdu reading comprehension. Our study recommends that there is a need to improve all acreages of comprehension particularly vocabulary and syntax knowledge which contributes positive development of Urdu reading comprehension of primary school students in Sargodha-Pakistan.