VOCABULARY DEVELOPMENT AS A PATHWAY TOWARDS IMPROVED READING COMPREHENSION IN MULTIGRADE CLASSROOMS

Education

This study examines the effectiveness of Explicit Vocabulary Instruction in enhancing reading comprehension level of a multigrade class with 11 students from Grades 5 and 6 students at Malapanit Primary School-Linayapan Extension, Sitio Linayapan, Barangay Sto. Niño, Talaingod, Davao del Norte. Over an 8-week period with 3–4 sessions weekly, the intervention combined direct vocabulary teaching, contextual practice, and repeated exposure using visual aids, sentence construction, and interactive activities. This study utilized a quasi-experimental using one-group pretest-posttest method. Revealing a statistically significant improvement in students' reading comprehension, the finding validates the effectiveness of the implemented explicit vocabulary instruction as intervention to students identified reading gaps. The findings reveal students’ progression from instructional to independent level which the pretest and posttest scores reported. Nevertheless, this study suggests the utilization of explicit vocabulary instruction among teachers to enhance students’ reading comprehension level. This study also recommends the explicit vocabulary instruction into teacher training programs to enhance reading comprehension outcomes across schools.

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