Author
Nely G. Mendoza*
Northeastern College, Santiago City, Isabela, Philippines
Abstract
Reading comprehension is a fundamental literacy skill that enables learners to acquire knowledge, interpret information, and achieve academic success across learning areas. Despite the recognized importance of vocabulary knowledge in reading development, limited localized studies have examined the relationship between vocabulary knowledge and reading comprehension among Grade 3 pupils in Legislative District 5, Isabela. This study determined the relationship between vocabulary knowledge and reading comprehension among Grade 3 pupils using a descriptive-correlational research design. The respondents consisted of 58 school heads and 84 Grade 3 teachers from public elementary schools. Results revealed that school heads rated pupils’ vocabulary knowledge as Advanced (AWM = 3.50), while teachers rated it as Proficient (AWM = 3.11). Reading comprehension was rated Independent by school heads (AWM = 3.42) and Instructional by teachers (AWM = 3.00). A strong positive and significant relationship was found between vocabulary knowledge and reading comprehension (r = 0.762, p = 0.000). The study recommends strengthening vocabulary instruction, differentiated reading interventions, and parental involvement to further improve pupils’ reading comprehension and overall literacy achievement.
Keywords: Vocabulary knowledge, reading comprehension, Grade 3 pupils, literacy development, reading strategies.
*Corresponding author / Email: nely.mendoza001@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021215
Recommended citation:
Mendoza, N. G. (2026). Exploring the relationship between vocabulary knowledge and reading comprehension among Grade 3 pupils in public elementary schools. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 5329-5337. http://doi.org/10.69651/PIJHSS05021215
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