English vocabulary proficiency, reading comprehension, and academic understanding among Grade 4 learners in Sta. Ana, Cagayan, Philippines
Abstract
Reading comprehension is essential to elementary learning because vocabulary knowledge supports learners in understanding texts and academic content. However, limited evidence is available on how English vocabulary limitations relate to reading comprehension and academic understanding among Grade 4 learners in Sta. Ana, Cagayan. This study examined English vocabulary proficiency, reading comprehension, and academic understanding in English, Science, and Mathematics, as well as lexical gaps and socioeconomic factors affecting vocabulary acquisition and reading comprehension. Using a descriptive-correlational design, data were gathered from Grade 4 teachers through a structured questionnaire, supported by interviews and documentary analysis. Findings showed high English vocabulary proficiency, very good reading comprehension, and high academic understanding across the three subject areas. Lexical gaps were moderately serious, while socioeconomic factors had a very strong influence. Pearson correlation showed a significant positive relationship between vocabulary proficiency and reading comprehension. The findings support integrating systematic vocabulary development into reading instruction effectively.