The Mediating Effects Of Contextual And Socioeconomic Factors On Students’ Reading Autonomy-A Linguistic Perspective

Abstract

The plan of this study is to investigate if the students with high parental socioeconomic statusas well as some other contextual scenarios, possess better reading comprehension skills than those having low parental socioeconomic status. Students’ parental
socioeconomic status and their environment’s relationship with their reading and comprehension skills, in selected higher secondary schools within Lahore city, was investigated. Schools were divided into 3 main categories: Government, Semi-Government
and Private. Samples were collected by 100 students, randomly selected. The three factors which were examined statically were listed below: