摘要：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: Socioeconomics background of parents Educational background of parents and thirdly the level of their education 3. Students’ reading comprehension skills Questionnaire was filled by students and their reading skills were judged through making them read a paragraph. Marking was given on the base of their fluency, punctuation, intonation and accuracy to establish statistically significant data, to see the effect of their socioeconomic status on reading. Parental socioeconomic status has quite significant and their educational background has less important impact on student’s reading skill. Parental educational qualifications influence their reading and comprehension skills greatly.
