RELATIONSHIP OF VOCABULARY SKILLS TO THE READING COMPREHENSION OF GRADE 6 STUDENTS

Abstract

This study investigates the relationship between vocabulary skills and reading comprehension among elementary students. Reading comprehension is a complex cognitive process that involves interpreting and understanding written texts, making it essential for academic success. Vocabulary skills, which refer to the ability to recognize and understand words in both spoken and written language, play a significant role in developing reading comprehension. This study aims to explore how vocabulary proficiency influences students' ability to comprehend and analyze texts effectively. This study utilizes a quantitative research method with a descriptive-correlational design to examine the relationship between vocabulary skills and reading comprehension. To analyze the data effectively, the study employs statistical tools such as frequency, percentage, weighted mean, rank, and Pearson R correlation coefficient for accurate interpretation of results. The findings highlight the respondents' levels of reading comprehension and vocabulary skills:  Reading Comprehension:  Interest in reading for pleasure or gaining information had a weighted mean of 3.33 (Agree). Ability to read words with complex phonics patterns and sight words had a weighted mean of 4.34 (Strongly Agree). Reading slowly and with less fluency had a weighted mean of 2.08 (Moderately Agree). Vocabulary Skills:  Listening to improve vocabulary skills had a weighted mean of 3.90 (Strongly Agree). Using English words to enhance vocabulary had a weighted mean of 3.70 (Strongly Agree). Taking notes to improve vocabulary had a weighted mean of 3.90 (Strongly Agree). The results indicate that there is no significant relationship between reading comprehension and vocabulary skills. Additionally, both male and female respondents face difficulties in reading and vocabulary, as observed by their English teacher. The study indicates a negative relationship between vocabulary skills and reading comprehension, suggesting that a higher vocabulary level does not necessarily lead to improved reading comprehension.  Students develop vocabulary by fostering word consciousness—an awareness of and interest in words. Additionally, critical thinking, a vital 21st-century skill, is essential for students to adapt to global changes and plays a crucial role in the elementary school curriculum.  This finding contrasts with the Interactive Dynamic Literacy Model by Kim Young-Suk Grace (2020), which proposes four core hypotheses:  Hierarchical structure of component skills, where skills are interconnected through direct and indirect relationships. Interactive relationships between reading and writing components. Co-morbidity of reading and writing difficulties, meaning struggles in one area often affect the other. Dynamic relationships, where skill development varies based on learner characteristics, developmental stages, and assessment methods.