Vocabulary Proficiency and Reading Comprehension of Senior High School Students: Basis for the Development of Supplementary Learning Material

Understanding students' vocabulary proficiency and reading comprehension is essential for creating effective learning resources tailored to their unique learning styles in today's world. This research aimed to assess the vocabulary proficiency and reading comprehension levels of senior high school students for the development of supplementary learning materials. Specifically, it evaluated students' vocabulary breadth, depth, and usage, along with their reading comprehension skills. Additionally, the study explored perceived factors influencing these abilities and assessed the effectiveness of the newly developed learning tool, IntelliRead. Employing a mixed-methods approach, the study combined quantitative data from standardized tests with qualitative insights from interviews, involving 102 students for quantitative analysis and 20 for qualitative feedback. Results indicated varying levels of vocabulary proficiency and reading comprehension, influenced by factors such as reading habits and technological integration. IntelliRead was found to have strong instructional validity, suggesting its potential as a valuable resource for enhancing students' language skills. Recommendations include integrating technology-based tools into education, collaborating on tailored teaching strategies, and encouraging supportive reading practices at home. Future research should further explore the impact of these interventions on long-term student outcomes.