Identification of Reading Difficulties in English at Secondary Level in Harappa: Proposing Digital Solutions

Abstract

English serves as an important international language and is widely utilized in educational institutions, workplaces, and professional communication across Pakistan. The ability to read effectively is considered a vital aspect of language learning because it assists learners in understanding written information, increasing vocabulary knowledge, and enhancing academic success. Despite its importance, many students at the secondary level experience difficulties while reading English texts, particularly regarding pronunciation, comprehension, fluency, and recognition of unfamiliar vocabulary. The purpose of the present study was to examine the reading challenges faced by secondary school students in Harappa and to recommend technology-based strategies for improving reading abilities. A quantitative survey process was employed for data collection. One hundred students from government secondary schools participated in the study through a structured questionnaire. The gathered information was analyzed by using percentages and frequency distribution methods. The findings revealed that limited vocabulary knowledge, pronunciation-related problems, poor reading habits, and outdated classroom practices are among the major causes of reading difficulties. The study also indicated that digital learning tools such as educational videos, multimedia applications, pronunciation software, and online reading resources positively contribute to students’ reading comprehension and classroom participation. The study recommends integrating modern technological resources into English classrooms, encouraging extensive reading activities, and providing professional training opportunities for teachers in order to strengthen reading instruction at the secondary level.