Reading Comprehension as Predicted by Vocabulary Knowledge and Academic Reading Strategies among Grade 11 Senior High School Learners

Abstract

Background: Poor reading comprehension remains a significant global challenge. Developing foundational literacy and comprehension skills is essential for achieving quality education and ensuring that learners gain the proficiency necessary for continuous lifelong learning. Aims: This study determined the extent to which vocabulary knowledge and academic reading strategies predict reading comprehension among Grade 11 senior high school learners. Study Design: This study employed a predictive research design using a survey and multiple linear regression. Place and Duration of Study: The study was conducted at a private Catholic institution in Davao City, Philippines, during the 2025–2026 academic year. Methodology: A total of 377 Grade 11 learners, selected through proportional stratified random sampling across Academic and Technical-Vocational-Livelihood (TVL) tracks, participated in the study. Data were collected using six instruments: the Vocabulary Levels Test (VLT), Depth of Vocabulary Knowledge Test (DVK), Morphological Relatedness Test (MRT), Test of Morphological Structure (TMS), Academic Reading Strategy Questionnaire (ARSQ), and a modified Reading Comprehension test. Statistical treatments included mean, standard deviation, Pearson r, and multiple linear regression. Results: Vocabulary knowledge (mean=63.11) and academic reading strategies (mean=3.18) both yielded high descriptive levels, indicating proficient word recognition and frequent strategy use, respectively. Reading comprehension also reached a high descriptive level (mean=64.62), indicating proficient understanding of the text. Correlation analysis showed a moderately low significant relationship between vocabulary knowledge and reading comprehension (r=.43, P=.000), whereas academic reading strategies showed no significant correlation (r=.033, P=.521), suggesting strategy use does not directly link to comprehension scores. Regression analysis revealed a significant predictive model (P=.000), though it explained only 18.6% of the variance (R2=.186), with vocabulary knowledge as the only significant moderate positive predictor (B=.665, P=.000). Conclusion: Based on the findings, it was concluded that reading comprehension is significantly predicted by vocabulary knowledge alone, as academic reading strategies did not show a significant influence. Furthermore, the model has limited predictive strength, explaining only 18.6% of the variance in comprehension scores. Because vocabulary was the only significant predictor, the Simple View of Reading Theory was only partially supported.