Vocabulary Breadth and Reading Fluency Development Among Grade 6 Learners

Abstract

This study explored the connection between vocabulary breadth and reading fluency development among Grade 6 learners of Magallones Elementary School in Cabagan, Isabela. Guided by a diagnostic relational literacy mapping design, it assessed vocabulary breadth in terms of word meaning recognition, contextual vocabulary use, synonym identification, and sentence completion, while reading fluency was measured through accuracy, rate, phrasing, expression, and smoothness. A researcher-developed assessment tool was employed and subjected to expert validation. Reliability testing yielded Cronbach’s alpha coefficients of 0.91 for vocabulary breadth and 0.89 for reading fluency, indicating high internal consistency. Findings revealed that the learners demonstrated a developing level of vocabulary breadth and reading fluency. They performed relatively better in recognizing familiar words and in reading accuracy, yet showed difficulties in contextual word use, sentence completion, reading rate, phrasing, and expression. Canonical correlation analysis established a significant relationship between vocabulary breadth and reading fluency development. Dominance analysis further showed that contextual vocabulary use made the strongest contribution to fluency outcomes. The findings suggested that vocabulary breadth played an important role in supporting learners’ oral reading performance. The study recommended the use of contextual vocabulary instruction, guided oral reading, repeated reading activities, word mapping, sentence-building tasks, and teacher modeling to strengthen literacy development among Grade 6 learners.