Vocabulary Knowledge as Moderator of the Relationship between Guided Reading and Reading Fluency among Grade 2 Learners

Abstract

This study examined whether vocabulary knowledge moderates the relationship between guided reading and reading fluency among Grade 2 learners in twelve public elementary schools in Bauang North District, La Union, Philippines. A total of 360 Grade 2 learners and their 12 reading teachers participated in this quantitative, cross-sectional study. Guided reading implementation was measured using three indicators: teacher logs (frequency), observation checklists (quality), and engagement ratings. Vocabulary knowledge was assessed using a 40-item researcher-developed test (α = 0.87). Reading fluency (rate, accuracy, prosody) was measured through a one-minute oral reading passage and prosody rating scale (r = 0.91, ICC = 0.88). Given the nested data structure, multilevel modeling with random intercepts for teachers was employed. Results revealed significant positive associations between guided reading indicators and fluency (r = .38 to .44, all p<.001), and between vocabulary and fluency (r = .58, p<.001). The interaction term (Guided Reading × Vocabulary) was significant for frequency (β = 0.15, p = .002, f² = 0.042), quality (β = 0.19, p<.001, f² = 0.058), and engagement (β = 0.14, p = .003, f² = 0.038). Simple slopes analysis showed that the association between guided reading and fluency was strongest for high vocabulary learners (B = 0.58 to 0.62), moderate for average vocabulary (B = 0.38 to 0.42), and weakest but still significant for low vocabulary (B = 0.18 to 0.22). Although effect sizes were small (f² = 0.038–0.058), the findings suggest that vocabulary knowledge plays a meaningful conditional role in the guided reading-fluency relationship. It can be concluded that vocabulary knowledge moderates the association between guided reading and reading fluency, with low-vocabulary learners requiring additional scaffolding to benefit from instruction. The study contributes empirical evidence supporting differentiated literacy instruction in the Philippine context.