VOCABULARY-BUILDING AND READING INTERVENTION PRACTICES OF TEACHERS FOR LEARNERS’ READING PROFICIENCY

Educational Management

This study explored the vocabulary-building and intervention practices of teachers and the learners’ reading proficiency. It employed a mixed method using a descriptive-correlation research design. A Descriptive design was utilized to determine the gathered data through a researcher-made questionnaire about the practices of 41 teachers in vocabulary building and reading intervention that includes the proficiency rating of Grade III pupils. To test the hypotheses of the study, it used the Spearman Rho correlation method and the Multiple Linear Regression approach. The descriptive results revealed that the teachers highly practiced vocabulary-building strategies in terms of directed vocabulary instruction and contextual analysis as well as intervention strategies such as guided reading, modelling, direct explanation, reading aloud, and re-reading. To measure the reading proficiency of learners, it tested their reading fluency, comprehension, and their skills in making connections. Findings revealed that there was a significant relationship between vocabulary building as well as intervention strategies and learners’ reading proficiency with a moderately high correlation. Moreover, it revealed that vocabulary-building had a significant influence on learners’ reading proficiency. Also, intervention practices had a significant influence on learners’ reading proficiency. In conclusion, learning intervention practices such as modelling, direct instruction, reading aloud, and re-reading can enhance the reading proficiency of learners. The more the teachers intensively use the reading intervention strategies, the higher the effect on the pupils’ reading proficiency.

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