Impact of Sindhi as Medium of Instruction on Early Grade Reading: an EGRA-Based Study in Sindh

Abstract

This study investigated the effect of using Sindhi as medium of instruction on early grade reading performance of the students of primary schools in Sindh, Pakistan. The method used in the study was quantitative design and students participating in the study were 115 students from Government Primary schools of which Sindhi was the medium of instruction in Grades 2 and 3. Schools were purposively selected and students within schools were purposively selected on the basis of grade level. The Early Grade Reading Assessment (EGRA) was used to assess reading skills, which included, among others, the ability to recognize letters, read familiar words, read orally and fluently, comprehend and comprehend orally, and to listen. A short structured questionnaire collected information from teachers about classroom language practices. The data were analysed with descriptive statistics, Pearson correlation and multiple regression. It was found that the overall level of reading achievement was low and that the mean ORF was 29.7 correct words per minute and the mean score for reading comprehension was less than half of the maximum available. The relationship of extent of Sindhi use in reading instruction with all EGRA subtasks was positive and significant and the extent of Sindhi use in reading instruction was a significant predictor of oral reading fluency as a result of controlling for the variables home language, grade, and gender. The differences among the students according to their home language were statistically significant and students from Sindhi home language had higher scores than other home language background students and gender difference was not significant. The study findings showed that teaching in Sindhi medium helped children develop early reading skills especially where the medium of instruction in the classroom matched the child's home language, but that the impact was limited by the availability of reading materials and the lack of support for children who are linguistically diverse. It recommended structured syllabus of Sindhi reading, graded reading material, teacher training on mother tongue based literacy and bridging support to children whose home language is not Sindhi.