Poor Hindi Reading Ability Among 9th Standard Students
Poor Hindi Reading Ability Among 9th Standard Students
Abstract
```This action research investigates the challenges faced by 9th standard students in reading the Hindi language effectively. Many students struggle with fluency, decoding, pronunciation, and comprehension due to several linguistic, cognitive, and environmental factors. The study identifies the specific causes behind poor reading ability, implements suitable remedial strategies, and evaluates the effectiveness of the interventions. Through pre-test and post-test analysis, the research reveals that structured reading practice, language-support activities, and continuous guidance significantly improve the reading performance of students.```
Key Terms
*Reading Fluency – Ability to read with speed, accuracy and correct expression.
*Decoding – Translating written text into verbal sounds.
*Phonological Awareness – Understanding sound patterns of language.
*Remedial Teaching – Corrective learning support to overcome difficulties.
*Intervention – Planned activities used to improve student performance.
Introduction
Reading is a fundamental skill essential for academic success. In Hindi, reading becomes more challenging due to the complexity of the Devanagari script, use of matras, conjunct consonants, and phonetic variations. While teaching Hindi to 9th standard students, it was observed that many learners struggled to read fluently and accurately. Their inability to decode words, pronounce correctly, or comprehend passages negatively affected their overall performance in the subject.
This action research aims to investigate the causes of poor Hindi reading ability and implement strategies to help students improve their reading skills effectively.
Relevance of the topic
Reading is the foundation of all language learning. Students with poor reading ability often face difficulties in:
Understanding lessons
Completing written tasks
Answering comprehension questions
Participating confidently in classroom activities
These issues affect not only their Hindi subject performance but also their overall academic confidence. Therefore, addressing reading difficulties at the 9th standard level is crucial, as students require strong language skills to handle higher-level curriculum demands.
Objectives of the Study
*To identify the specific reading difficulties faced by 9th standard students in Hindi.
*To understand the root causes contributing to poor reading ability.
*To assess how reading difficulties influence students’ overall performance in Hindi.
*To develop and implement suitable remedial strategies to improve reading skills.
*To evaluate the effectiveness of the interventions through pre-test and post-test.
*To enhance students’ confidence and fluency in reading the Hindi language.
Probable Causes
The following factors were identified as major contributors to poor Hindi reading ability:
1. Script Complexity
Hindi uses the Devanagari script, which includes matras, conjunct consonants (संयुक्ताक्षर), and multiple phonetic symbols. Many students struggle to decode complex words.
2. Phonological Processing Issues
Some students face difficulties in:
Sound discrimination
Rhyming
Identifying syllables
Blending sounds
These issues directly affect reading fluency.
3. Learning Disabilities
Conditions such as dyslexia or dysgraphia lead to problems with decoding, sequencing, and retaining written symbols.
4. Lack of Exposure
Students who rarely practice reading beyond the classroom show poor retention, speed, and comprehension.
5. Bilingual Interference
Students who speak another language at home sometimes struggle to switch to Hindi pronunciation and script patterns.
6. Environmental Factors
Lack of reading habits, minimal parental support, and limited access to learning materials contribute to reading difficulties.
Action Hypothesis
Hindi reading ability of the 9th standard students can be improved by providing additional reading sessions, individualized attention, structured reading activities, and continuous practice through planned remedial interventions.
Action Plan
To address the issue, the following steps were implemented:
1. Identification of Students
Students who frequently misread words or showed hesitation while reading aloud were identified for intervention.
2. Pre-Test
A reading passage was given to evaluate their current reading ability. Errors were noted for further analysis.
3. Analysis of Errors
Errors were categorized as:
Phonological errors
Orthographic errors
Misreading or skipping words
Incorrect matra usage
Difficulty with conjunct consonants
4. Language Support Activities
Daily reading sessions
Practice with matras and letter–sound correspondence
Flashcards for difficult words
Activities to improve phonemic awareness
Word segmentation and blending practice
5. Reading Fluency Practice
Students engaged in repeated reading of short Hindi passages with teacher guidance.
6. Using Technology
Utilizing Hindi learning apps, audio texts, and reading videos to support learning.
7. Monitoring Progress
Individual feedback was given, and one-on-one sessions were provided for students needing additional support.
8. Post-Test
After the intervention, a similar reading test was administered to measure improvement.
9. Feedback and Reflection
Students shared their experiences, and the effectiveness of the intervention was reviewed for future improvement.
Data Collection
Data was collected in two phases:
1. Pre-Test (Set 1)
A reading passage from the Hindi textbook was used to assess:
Reading accuracy
Speed
Pronunciation
Comprehension
Marks were allotted out of 10.
2. Intervention Period
Observations, teacher notes, and students’ reflections were recorded to monitor progress.
3. Post-Test (Set 2)
After the intervention, students were tested again with a similar passage to compare improvement.
Scores, errors, and reading behavior were recorded for analysis.
Analysis and Interpretation
The comparison of pre-test and post-test results showed a significant improvement in reading skills.
Pre-test scores ranged from 1 to 3, indicating poor reading ability.
Post-test scores increased to 5 to 7, demonstrating considerable progress.
The improvement of 3–4 marks for each student confirmed that structured reading activities, guided practice, and individualized support helped them overcome their difficulties.
The steady rise in scores indicated that the action plan was effective in enhancing reading performance and building confidence among students.
Findings
Most students struggled due to weak foundational reading skills.
Regular practice and exposure improved reading fluency and accuracy.
Students responded well to one-on-one guidance and corrective feedback.
Remedial strategies such as reading aloud, phonemic activities, and flashcards proved highly effective.
Technology-based tools increased student engagement and motivation.
Post-test results confirmed that the intervention significantly improved reading ability.
Conclusion
The study revealed that poor Hindi reading ability among 9th standard students is mainly due to script complexity, phonological difficulties, lack of exposure, and learning issues. Through systematic action research, the weak areas were identified and suitable interventions were implemented. The findings confirmed that with continuous practice, proper guidance, and effective remedial strategies, students can significantly improve their reading fluency and confidence.
This research highlights the importance of innovative teaching approaches in enhancing language learning and supporting students in overcoming academic challenges.
References
*SCERT Hindi Textbook – Class IX
Research articles on reading fluency and language learning.
*Online educational resources (Action research websites, language learning tools).
*Teacher observation notes and classroom records.