Studies highlight that vocabulary knowledge is crucial for effective reading comprehension, with a requirement for understanding at least 95% of the words in a text for adequate comprehension. Research by Cobb (2007) shows that extensive reading enhances vocabulary retention due to repeated exposure. Zimmerman (2009) emphasizes that incidental vocabulary learning through reading is more effective compared to intentional methods like memorization. Additionally, Sukirlan (2014) demonstrates significant vocabulary improvement in students who participate in extensive reading programs. Furthermore, Webb and Chang (2015) find that graded reading aids vocabulary acquisition. In local contexts, studies by Delfin (2017) and Marcelo (2019) also support that reading stories and articles improve vocabulary comprehension more effectively than memorization.

Marcelo (2019) found that Senior High School students who frequently read English online articles or stories achieved higher vocabulary test scores. This correlation suggests that regular exposure to varied vocabulary within these texts refines comprehension and retention capabilities, which directly benefit vocabulary assessments. Regular readers encounter multiple contexts and usages for words, providing rich opportunities for incidental learning and understanding subtext, idiomatic expressions, and nuanced language use. The natural acquisition from reading, supported by diverse exposures, fosters robust vocabulary knowledge, resulting in improved test performance.

Teng (2020) reported a strong correlation (r = .82) between vocabulary knowledge and reading performance, suggesting that vocabulary proficiency significantly impacts overall reading ability. This finding implies that as students' vocabulary knowledge grows, their reading comprehension and fluency also improve. The high correlation coefficient indicates that vocabulary is a substantial predictor of reading success, reinforcing the notion that a strong vocabulary foundation is essential for effective reading comprehension. This relationship underscores the importance of vocabulary acquisition strategies that focus on exposure and context rather than isolated rote learning.

Elgort and Warren (2018) report that exposure to a variety of reading materials—such as fiction, nonfiction, and academic texts—allows learners to encounter vocabulary within diverse contexts, which significantly aids in vocabulary acquisition. This exposure helps in understanding nuanced meanings and applications of words, thus enhancing both vocabulary breadth and depth. Reading varied materials provides the advantage of meeting words in different syntactic and semantic environments, which can improve a learner's ability to use vocabulary flexibly and accurately in different settings.

Nguyen (2017) found that reading English online articles led to improvements in vocabulary recognition and contextual usage. This suggests that digital reading, with its inherent exposure to current and varied language forms, provides effective environments for vocabulary acquisition. The vast array of topics and contexts found online can introduce learners to contemporary expressions and colloquialisms, enhancing both their receptive and expressive language capabilities. These findings imply that incorporating digital reading resources into language learning curricula could greatly complement traditional learning methods, providing a broader scope of language exposure and application opportunities.

Krashen's Input Hypothesis posits that new vocabulary is best acquired naturally when learners read texts slightly above their current proficiency level, a concept known as 'i + 1'. This is because such texts contain both known and unknown elements, facilitating gradual learning through context rather than rote memorization. Krashen emphasizes that frequent and varied reading exposes learners to repeated vocabulary encounters, which strengthens retention and comprehension over time. This hypothesis underscores the role of context and exposure as vital factors in vocabulary acquisition, supporting research findings that learners who engage in extensive reading programs demonstrate improved vocabulary skills.

Cobb (2007) highlights that extensive reading significantly enhances vocabulary retention because it involves repeated exposure to words within natural and meaningful contexts. Repeated encounters with vocabulary items during reading activities help consolidate memory traces, making it easier for learners to recall words later. His study indicates that learners engaged in wide reading experience higher long-term vocabulary recall than those who rely on traditional vocabulary drills, suggesting that the context provided by extensive reading is critical for retention.

Delfin (2017) found that reading English short stories significantly improves vocabulary comprehension among Grade 10 Filipino students more effectively than rote memorization. This research suggests that engaging with vocabulary in context via storytelling helps to deepen understanding and retention. The narrative structure provides clues and motivation for comprehension, making it easier for students to infer meanings and connect words with their functional applications, in contrast to the mechanical nature of rote memorization, which lacks context.

Zimmerman (2009) presents evidence indicating that incidental vocabulary learning, which occurs unintentionally through reading, significantly contributes more to vocabulary development than intentional learning methods such as memorization. Extensive reading leads to incidental encounters with words in varying contexts, promoting natural acquisition akin to first language learning processes. Cobb (2007) also supports this by noting that vocabulary retention improves with comprehensive reading due to the natural exposure to repeated and contextual word use, a process not achieved through intentional learning. Additionally, Zimmerman asserts that contextual learning allows for deeper processing and connection-making, resulting in stronger retention and usage of new vocabulary.

Valdez (2021) found that students with strong English reading habits displayed better vocabulary use in both spoken and written tasks. These findings indicate that regular reading exposure broadens a learner’s vocabulary use by enhancing their familiarity with diverse words and their applications. Equipping students with a larger vocabulary bank drawn from varied contexts improves their ability to express ideas more precisely and fluently, making their communication more effective. Consequently, habitual readers tend to demonstrate more sophisticated and varied use of vocabulary, reflecting the depth and breadth provided by diverse reading experiences.