VOCABULARY LEVEL AND READING COMPREHENSION: A STUDY OF GRADE 6 LEARNERS IN CLUSTER 3 OF TUMAUINI SOUTH DISTRICT

This study investigated the relationship between vocabulary level and reading comprehension among Grade 6 learners in Cluster 3, Tumauini South District. A descriptive research design was employed involving 110 Grade 6 students from Lapogan, Liwanag, and Lalauanan-Sto. Non-elementary schools. Two questionnaires were administered to determine respondents’ vocabulary levels and reading comprehension. Data were analyzed using frequencies, percentages, and chi-squared tests. The results revealed that 55% and 56% of the respondents had low vocabulary levels for stories 1 and 2, respectively. Similarly, 53% and 49% of respondents had low reading comprehension levels for Stories 1 and 2, respectively. A significant relationship was found between the vocabulary level and reading comprehension (X2=16.87,p< 0.05). Furthermore, a significant relationship was observed between the percentage of words not understood by the respondents and their reading comprehension (X2 = 24.84, p < 0.05). These findings suggest that vocabulary knowledge strongly influences reading comprehension and that a higher percentage of unfamiliar words leads to lower comprehension. This study highlights the importance of vocabulary development in enhancing reading comprehension skills among Grade 6 learners. These results can guide educators in designing targeted interventions and literacy programs to improve both their vocabulary and reading abilities in this specific context.