World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IV (April 2026), pp.363-369
Marry Ann A. Tabon
Osmeña Colleges Graduate School
City of Masbate, Philippines
ABSTRACT
This study examines how structured vocabulary instruction affects reading comprehension among Grade 11 students at Madamba Integrated School. In an English classroom setting, reading comprehension is a foundational skill that determines how well a student can think beyond and analyze a written text. It addresses the challenges that Grade 11 students face of experiencing low comprehension, especially critical analytical comprehension. Vocabulary problems often produce a text's poor comprehension. Students read, analyze, process, and criticize texts when vocabulary issues exist.
The quality of a student's vocabulary answers how successful a student is with reading. Studies of students digging deeply into the language of a text show that vocabulary and reading comprehension are related. The structured approach to vocabulary instruction combines the systematic teaching of definitions with direction and guidance concerning words and context-based comprehension strategies. Students can rapidly grow their vocabulary and improve their comprehension of text through structured vocabulary instruction.
Counter intuitive reliance on teaching vocabulary without explicitly telling students the vocabulary limits instruction. In many contexts, even Madamba Integrated School, reading curricula lack vocabulary instruction. Consequently, many students encounter challenging academic texts that require mature, advanced reading comprehension.
The students that participated in structured vocabulary instruction showed improvement. The study showed that those students made the most progress amongst their grade in reading comprehension.
Based on these results, researchers advise that teachers incorporate systematic vocabulary techniques into their reading programs in order to improve students’ reading comprehension. This practice has the potential to improve the academic achievement and literacy levels of senior high school students.
