Relationship between vocabulary knowledge and reading comprehension among Grade 3 pupils in rural public elementary schools

Abstract

Reading proficiency is fundamental to learners’ academic success because it enables them to understand, interpret, and apply information across learning areas. Despite the recognized importance of vocabulary and reading comprehension, limited local evidence exists on how these two variables are related among Grade 3 learners in rural public elementary schools. This study determined the relationship between vocabulary skills and reading comprehension as measures of reading skills among Grade 3 pupils in the public elementary schools of Solana, Cagayan. Using a descriptive-correlational design, data were gathered from 34 Grade 3 teachers through a validated questionnaire and analyzed using frequency, percentage, weighted mean, and Pearson’s r. The findings showed that pupils had high levels of vocabulary skills and reading comprehension, although teachers experienced very serious challenges in developing reading skills. A significant moderate positive relationship was found between vocabulary and reading comprehension (r = .443, p = .009). The study concludes that strengthening vocabulary instruction, together with sustained instructional support, is essential to improving pupils’ reading proficiency.