The Vocabulary - Comprehension Connection: A Qualitative Analysis of Grade 10

Students in Tagaytay City Science National High School - Integrated Senior High School

Allanic, Johnrenz D.

Baybay, Roi Kyle S.

Encarnacion, Jade Nicole M.

Gonzaga, Kyle Bryant R.

Hallak, David Matthew S.

Tamayo, Tristan Harvey D.

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Introduction and Rationale

Students must be able to read in order to acquire knowledge, develop critical thinking skills,
and learn efficiently. Reading comprehension is not just about recognizing words but involves
processing, analyzing, and understanding the meaning behind texts. Research confirms that
comprehension plays a key role in academic success across various subjects, including science,
mathematics, and language studies. Students with strong reading comprehension skills are better
equipped to engage with complex materials, follow instructions, and articulate well-informed
arguments (Ouellette, 2021). However, those who struggle with comprehension may face
academic difficulties, which could lead to decreased motivation and learning setbacks.

One major factor influencing reading comprehension is vocabulary knowledge. A

well-developed vocabulary allows students to recognize word relationships, infer meaning from
context, and understand complex concepts. Recent studies affirm that students with extensive
vocabulary knowledge demonstrate higher comprehension levels compared to those with limited
vocabulary (Wright & Cervetti, 2023). Vocabulary acquisition is crucial in fostering literacy, as
deeper word knowledge enables efficient text processing and promotes higher-order thinking,
which is essential for Grade 10 students in science-oriented schools like Tagaytay City Science
National High School (TCSNHS-ISH).

Despite the well-established link between vocabulary and reading comprehension, there
remains a gap in research focusing on the Philippine context, particularly among students in
science-integrated high schools. Previous studies have largely examined vocabulary instruction
methods rather than investigating how actual vocabulary knowledge affects reading
comprehension in localized academic settings (Vocabulary Knowledge and Inferential Reading
Comprehension of Senior High School Students: A Descriptive-Correlational Inquiry, 2022).
This research aims to fill that gap by analyzing how vocabulary knowledge impacts reading
comprehension among Grade 10 students in TCSNHS-ISH.

By focusing on vocabulary improvement strategies and their connection to reading

comprehension, this study highlights the importance of targeted interventions to enhance overall
literacy. The findings can contribute to developing more effective educational approaches,
ensuring that students in specialized academic environments receive the necessary support to
strengthen their comprehension skills.
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The aim of this research is to examine the connection between the reading comprehension of
students and vocabulary ability. Because vocabulary is a key component of reading competence
and academic success in general, it is important to understand this connection. Students who
have a rich and diverse vocabulary are usually better equipped to approach challenging texts and
break them down and articulate their ideas effectively. The impact of this study extends beyond
its scholarly findings. Reading comprehension proficiency impacts many areas of life, such as
job readiness, access to lifelong learning, and efficient workplace communication. Through the
examination of the extent to which vocabulary knowledge impacts reading comprehension, this
research seeks to offer educators important information to develop more efficient teaching
methods for enhancing students' literacy.

By focusing on the relationship between vocabulary improvement strategies—along with

initiatives to improve reading abilities—this study emphasizes the need for focused interventions
that work toward improving overall student literacy rates. The findings can potentially contribute
to informing effective educational plans aimed at promoting enhanced teaching practices. This
research puts forward the necessity for targeted interventions to increase general levels of student
literacy through identification of the interaction between vocabulary development strategies and
reading skills improvement programs. The findings would be essential in constructing effective
education models with the aim of advancing improved modes of teaching.

Review of Related Literature

The Role of Vocabulary in Reading Comprehension

​ Vocabulary knowledge in reading comprehension refers to a kind of knowledge that

facilitates text comprehension by single, double, or more words/characters' semantic meaning
identification, providing the possibility of necessary cognitive capacity for higher-level reading
processes (Silva and Cain, 2015; LervAag et al., 2018). Recent studies affirm that vocabulary
knowledge is a critical predictor of reading comprehension. Strong vocabulary skills enable
readers to decode text efficiently, understand meaning, and make inferences. Research suggests
that students with larger vocabularies exhibit better comprehension outcomes across different age
groups and reading levels (Ouellette, 2021). According to Wright & Cervetti (2023), Recent
interventions show that explicit and contextualized vocabulary instruction improves reading
comprehension, particularly among struggling readers. Vocabulary acquisition through
interactive, multimodal approaches is more effective than isolated word lists. They highlight that
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deeper vocabulary knowledge allows students to process texts more efficiently and engage in
higher-order thinking, which is essential for Grade 10 students in advanced academic settings
like TCSNHS-ISHS.

Effective Vocabulary Instruction and Comprehension

​ Innovative vocabulary instruction methods have been shown to improve students'

comprehension skills. A systematic review of vocabulary instruction strategies for English
learners found that integrating vocabulary learning into reading activities promotes long-term
retention and enhances comprehension abilities (Vocabulary Instruction for English Learners: A
Systematic Review of the Research, 2023). Additionally, research suggests that structured
interventions, such as interactive e-books, can significantly improve word knowledge and
comprehension among students (Choose Your Own Adventure: Interactive E-Books to Improve
Word Knowledge and Comprehension Skills, 2024).

Other studies support the use of explicit teaching methods, exposure to words in varied contexts,
and student-centered learning approaches. For instance, recent findings indicate that strategies
incorporating vocabulary acquisition with reading comprehension instruction lead to improved
literacy outcomes (Strategies to Build the Vocabulary and Background Knowledge of Struggling
Readers, 2024). These approaches are particularly relevant in science-focused schools, where
students often encounter discipline-specific terminology that may not be part of their everyday
language.

Socioeconomic Factors and Vocabulary Development

​ Beyond instructional methods, research has also highlighted the role of socioeconomic
factors in vocabulary development. A study on reading comprehension and academic vocabulary
found that students with greater exposure to diverse vocabulary outside the classroom tend to
develop stronger comprehension skills (Reading Comprehension and Academic Vocabulary:
Exploring Relations, 2020). Conversely, students from language-limited environments may
struggle with comprehension, affecting their overall academic performance. This finding
underscores the importance of structured interventions that provide equitable access to
vocabulary-building opportunities, particularly for students from varied socioeconomic
backgrounds, such as those at TCSNHS-ISH.
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Gaps in Existing Research

​ While previous studies have consistently linked vocabulary knowledge to reading

comprehension, much of the existing research has been conducted in Western contexts. Limited
empirical studies examine how this relationship manifests in Philippine educational settings,
particularly among science high school students (Vocabulary Knowledge and Inferential Reading
Comprehension of Senior High School Students: A Descriptive-Correlational Inquiry, 2022).
Furthermore, while prior research has explored vocabulary instruction strategies, fewer studies
have qualitatively analyzed how students' vocabulary knowledge directly influences reading
comprehension (Does Vocabulary Knowledge Matter in the Effectiveness of Instructing Reading
Strategies?, 2022).

This study aims to bridge these gaps by conducting a qualitative, context-specific

investigation of the vocabulary-comprehension connection among Grade 10 students at
TCSNHS-ISH. By focusing on students’ experiences and learning challenges, this research seeks
to provide insights that can inform more effective teaching strategies tailored to the needs of
Filipino learners in science-integrated high schools.

Relevance of This Study

​ This study builds on these existing findings by qualitatively analyzing the specific impact
of vocabulary knowledge on reading comprehension among Grade 10 students in
TCSNHS-ISHS. By examining how vocabulary instruction and students' individual experiences
influence reading comprehension, this research aims to provide valuable insights for developing
more effective pedagogical strategies tailored to the needs of Filipino students, particularly those
in science-integrated senior high schools.

Statement of the Problem

Reading comprehension is crucial for students' academic performance and literacy development.
However, research on vocabulary and its impact on comprehension in the Philippine educational
system is limited, particularly in science-focused institutions like TCSNHS-ISH. Current
research favors quantitative approaches and general demographics over unique experiences.
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This study seeks to investigate how vocabulary knowledge affects the reading comprehension of
Grade 10 students at TCSNHS-ISH. By identifying the relationship between these two variables,
the research aims to provide educators with insights to enhance teaching strategies and develop
effective interventions to improve students' literacy skills.

Specifically, this study aims to address the following questions:

1.​ How do Grade 10 students’ vocabulary skills influence their reading comprehension
strategies?
2.​ Is there a significant relationship between vocabulary and reading comprehension among
Grade 10 students at TCSNHS-ISH?
3.​ What strategies can be employed to improve students’ vocabulary acquisition and
comprehension skills?

Research Questions

1. What problems do Grade 10 students have when they don’t understand words while
reading?

2. How does knowing more words help students understand what they read?

3. What are some good ways for students learn new words and improve reading?

Scope and Limitation

​ This study solely focuses on the importance of vocabulary in relation to improving

reading comprehension. This research will be a key to understanding how they are related. With
this study, Educators will be able to determine what methods can improve teaching and enhance
students’ abilities, specifically reading and speaking. This research will include random grade 10
students, only inside Tagaytay City Science National High School. The results of this study do
not address any other grade level nor other Science Integrated High Schools.

Research Methodology

A. Sampling
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​ The respondents of this study will include grade 10 students inside Tagaytay City Science
National High School - Integrated Senior High School, with at least 5 students per section.

​ This study will utilize purposive sampling, The participants to be selected are Grade 10
students at TCSNHS-ISH who meet specific criteria (Palinkas et al., 2015). The criteria are as
follows: Students who are currently enrolled in the 10th grade with each participant having
different reading proficiency levels. To reduce bias, random selection is applied within the
purposively chosen group (Etikan, Musa, & Alkassim, 2016). This means all qualified students
have an equal chance of being selected, improving the study’s credibility and reliability. By
selecting students based on specific characteristics (e.g., varied reading proficiency levels), this
method allows for a broader perspective on the impact of vocabulary on reading comprehension
(Creswell & Poth, 2018).

B. Data Collection

​ All data will be collected through semi-structured interviews conducted individually with
participants at a time and place convenient for them. Interviews will be audio-recorded and
transcribed verbatim to ensure accuracy and facilitate rigorous analysis. Field notes will also be
taken to capture contextual information and any non-verbal cues.

C. Ethical Issues

​ This research will ensure confidentiality and anonymity for all participants. Informed
consent will be obtained from students and, where necessary, from parents or guardians.
Participants will have the right to withdraw at any stage without consequences. Data collected
will be securely stored and used strictly for academic purposes.

​ Prior to participation, informed consent will be obtained from all Grade 10 student
participants and, where necessary, from their parents or legal guardians (Creswell & Poth, 2018).
The consent form will outline the study’s purpose, procedures, potential risks, and benefits
(Bryman, 2016). Participants will be given sufficient time to review the information and ask
questions before providing their consent.

​ Participation in the study will be voluntary, and no coercion will be applied (Israel &
Hay, 2006). Participants will have the right to withdraw from the study at any stage without
facing any negative consequences (Wiles, 2013).

​ All personal information will remain confidential, and participants' identities will be
protected through pseudonyms or code numbers (Saunders et al., 2015). Data collected will be
securely stored, and access will be restricted to the research team (Cohen, Manion, & Morrison,
2018). Any published findings will maintain participants’ anonymity and will not reveal
identifiable information. Participants will be provided with a summary of the research findings if
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requested (Wiles, 2013). Any questions or concerns raised during or after the study will be
addressed promptly and transparently.

D. Plan for Data Analysis

​ Data will be collected, recorded and analyzed through a phenomenological data analysis.
Data analysis will involve a thematic analysis approach. Transcripts will be carefully reviewed to
identify recurring themes, patterns and insights related to students’ perceptions of the role of
vocabulary in reading comprehension in Tagaytay City Science National High School -
Integrated Senior High School.

Interview Protocol

We are Group 7 from Grade 10 matapat, and we would like to invite you to participate in our
study.

The primary objective of our research is to explore the connection between vocabulary
knowledge and reading comprehension among Grade 10 students under the Basic Education
Curriculum (BEC) at Tagaytay City Science National High School. Additionally, we aim to
understand how vocabulary development influences students' ability to understand and analyze
texts effectively.

This study focuses on:

1. How vocabulary knowledge affects students' ability to comprehend reading materials.

2. The role of vocabulary in enhancing critical thinking and interpretation skills.

3. The challenges students face due to limited vocabulary and their strategies for overcoming
them.

In addition to vocabulary, we also seek to understand the different factors that contribute to
students' reading comprehension. These questions will help us explore:
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1. The types of reading materials that students find most effective in improving their
comprehension.

2. How reading habits impact academic performance and cognitive development.

3. The strategies students use to improve their vocabulary and comprehension skills.

We invite you to share your knowledge, experiences, and examples to give a deeper
understanding of these subjects. We will be able to examine how vocabulary affects reading
comprehension and academic achievement with your participation.

Any information will be handled with complete confidentiality. Your answers will be used just
for research and will give us important information about how our school's students learn.

Thank you for your time and participation.

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References:

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.).
Routledge.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among
five approaches (4th ed.). SAGE Publications.

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and
purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.

Gonzales, A. B. (2016). The state of reading literacy in the Philippines: A review of empirical
research. The Philippine Journal of Education, 95(2), 123-145.

LervAag, A., Hulme, C., and Melby-Lervåg, M. (2018). Unpicking the developmental
relationship between oral language skills and reading comprehension: it's simple, but complex.
Child Dev. 89, 1821–1838. doi: 10.1111/cdev.12861

Ouellette, G. (2021). The Role of Vocabulary Knowledge in Reading Comprehension: A

Meta-Analysis. Reading and Writing, 34(5), 893-912.

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015).
Purposeful sampling for qualitative data collection and analysis in mixed method implementation
research. Administration and Policy in Mental Health and Mental Health Services Research,
42(5), 533-544.

Saunders, M., Lewis, P., & Thornhill, A. (2015). Research methods for business students (7th
ed.). Pearson Education
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0

Contribution of Vocabulary Knowledge to Reading Comprehension Among Chinese Students: A

Meta-Analysis (2020)

Reading Comprehension and Academic Vocabulary: Exploring Relations (2020)

Vocabulary Knowledge and Inferential Reading Comprehension of Senior High School

Students: A Descriptive-Correlational Inquiry (2022)

Does Vocabulary Knowledge Matter in the Effectiveness of Instructing Reading Strategies?

(2022)

Vocabulary Instruction for English Learners: A Systematic Review of the Research (2023)

Strategies to Build the Vocabulary and Background Knowledge of Struggling Readers (2024)

Do Vocabulary, Syntactic Awareness, and Reading Comprehension in Second Language

Influence Each Other Over Time? (2022)

The Role of Background Knowledge in Reading Comprehension: A Critical Review(2021)

Choose Your Own Adventure: Interactive E-Books to Improve Word Knowledge and
Comprehension Skills (2024)