ENGLISH READING FREQUENCY IN RELATION TO

DEVELOPMENT OF GRADE 12 STUDENTS OF

WESTBRIDGE INSTITUTE OF TECHNOLOGY

A Concept paper by: Ms. Karizza Joy A. Daran, LPT

Introduction

Reading is the process of examining a series of written symbols and extracting meaning

from them. Reading is one of the basic skills that a person must master in order to be able to

acquire new knowledge and skills in the future. Reading is an important skill in English and it

brings us a lot of benefits. Reading is creating meaning and getting meaning from printed or

written material. Through reading, people can expand their knowledge and vocabulary.

Vocabulary refers to all the words in a language that can be understood by a particular person

or group of people. Vocabulary mastery is a daunting task in language learning. Inadequate

lexical knowledge is also thought to lead to various challenges, among them poor reading

comprehension and inability to establish natural conversation (Alzahrani et al., 2003). Reading

is an essential and fundamental function of a person. It helps people understand the world

through written text. Indeed, It is an indispensable tool for learning. It introduces a person to the

world of thinking, explaining experiences, feelings, culture, and tradition of a group of people in

addition to the world of facts and information.

On the other hand, vocabulary means the sets of all words that persons are trying to

learn. In line with this, Pulido & Hambrick (2008) found out that knowledge of vocabulary can be

an indicator of one’s vocabulary. Vocabulary is a benchmark of proficiency in writing, reading,

listening and speaking. Richard & Rodgers (2001) added that vocabulary is one of the crucial

components of language proficiency since it serves as the foundation for how well learners talk,

write, listen, and read. Vocabulary is one of the crucial components of language competency,

according to Richard & Rodgers (2001), since it serves as the foundation for how well learners

talk, write, listen, and read. Students could be inhibited from using the language they're learning

in everyday activities if they don't have a strong command of the vocabulary. In order to improve

pupils' ability to communicate using a language, particularly reading comprehension, vocabulary

development is crucial. According to Renadya (2002), vocabulary plays a significant role and

forms a significant portion of the foundation for how well language learners listen, talk, read, and

write. This emphasizes the great relevance of vocabulary in language learning.

In addition, vocabulary is responsible in developing the skill and knowledge of an

individual. A vigorous vocabulary can also improve all of an individual way of communication

such as listening, speaking, reading and even writing, while development means enlarging or

advancing something, so basically vocabulary development is about learning more and more

words. Meanwhile, reading frequency is about the time that an individual spends on reading.

Reading frequency is somehow related to vocabulary development, since reading frequently

makes an individual familiarize with new words and terms that can improve vocabulary.
Statement of the Problem

This study aims to determine the relationship between English Reading Frequency and

Vocabulary Development of Grade 12 students of Westbridge Institute of Technology, Inc.

Specifically, the study aims to answer the following questions:

1. What is the demographic profile of the Grade 12 students in terms of:

1.1 Age

1.2 Gender

2. What is the English reading frequency of students to the vocabulary development in

learning the following:

2.1 Comprehension

2.2 Pronunciation

2.3 Construction

3. Is there any significant relationship between English reading frequency and vocabulary

development of Grade 12 students of Westbridge Institute of Technology, Inc.?

 REVIEW OF RELATED LITERATURE

This chapter shows some relevant readings of related literature and studies both foreign

and local which were relevant to the study. From various journals, books and magazine this

study may serve as basis in studying the research problem.

Foreign Literature

According to Jerrim, J and Moss, G (2019) Children who read more tend to achieve

higher scores in academic reading tests. Much less is known, however, about the link between

reading different types of text and young people's reading performance. We investigate this

issue using the Programme for International Student Assessment (PISA) 2009 database,

exploring the association between the frequency with which teenagers read five different types

of text (magazines, non‐fiction, fiction, newspapers and comics) and their PISA reading scores.

Analysing data from more than 250,000 teenagers from across 35 industrialized countries, They

find evidence of a sizeable ‘fiction effect’; young people who read this type of text frequently

have significantly stronger reading skills than their peers who do not. In contrast, the same does

not hold true for the four other text types. They therefore conclude that encouraging young

people to read fiction may be particularly beneficial for their reading skills. Interventions

encouraging fiction reading may be especially important for boys from disadvantaged socio‐

economic backgrounds, who are less likely to read this text type.

Moreover, according to Collins (2017) reading comprehension is a text and a tool for the

improvement of reading skills by reading it and answering question related to the text. It is

sometimes used as an examination for reading skills while Webster’s College Dictionary (2017),

offers the definition of reading comprehension as the capacity of the mind to perceive and

understand the meaning of text.

 Furthermore, Horowitz (2014) proposed that reading comprehension is a metacognitive

process of understanding what has been read. Readers must be aware of their thoughts while

reading in order to comprehend and learn the material.

Local Literature

According to Suarez, G. (2015), reading is the true foundation of most learning. All

subjects, including math, physics, and even home economics, begin with the written word.

Higher-level courses typically demand more reading since they are harder and more complex.

Foreign Studies

According to Inderjit (2014) reading is a cornerstone for our success not just in schools

but throughout in our life. He also stated in his study that through reading, we acquire new

ideas, knowledge, we obtain needed information, we relax our minds and in particular we

improve our command of language and vocabulary.

According to Susanto (2017) The most important step in advancing a learner's

understanding is learning vocabulary. Hence, teachers should be aware that teaching

vocabulary is something new and distinct from the pupils' home language and should research

the best methods to use with them.

In addition, (Zho, 2015) asserts that vocabulary is thought to be learned mostly through

accidental language use, including substantial reading. Despite not reading for the aim of

learning new words in the beginning, learners pick up on the meanings and associations of new

terms as they read various texts. They also learn how to employ new words in specific settings

as they read more and more. Vocabulary building can be enjoyable and time- and effort-

consuming, according to O'connor (2017). Your vocabulary abilities will develop quickly with

frequent, focused study of at least 15 minutes every day. Increasing your vocabulary can help

you in your studies,

career, and social life.

Teng (2016) conducted another research containing 15 target words. He distributed the

words into 3 frequency groups. This experiment used four test measures: recall of form,

recognition of form, recall of meaning, and recognition of meaning. His goal in this study was to

see how far the students are able to build the form-meaning link. He wanted to see if there is

any development in vocabulary knowledge; thus he administered an immediate post-test. The

results revealed that reading could work as a positive factor in acquiring incidental vocabulary

knowledge. His study put forth the decision that recognition of form was the most easily

acquired vocabulary knowledge and recall of form is the most difficult one in the list. According

to the outcomes of these studies, vocabulary knowledge can be gained through reading. Some

of them showed that over time the vocabulary knowledge could decrease. There are also some

studies that show that the more encounters a learner have with an unknown word, the more

vocabulary knowledge of the word s/he gains. In some studies, meaning recognition entails

fewer encounters than form recognition.

Local Studies

According to Sanopao (2016) reading plays an important role in one’s success in school.

Reading is also one of the most important skills in English that an individual must need to

master. It is perquisite of all learning areas. Reading serves as a gateway for every students to

learn different subjects because when a students has a difficulty in reading, he/she may

encounter difficulties in all subject areas.

According to Geske & Ozola (2008) reading is a literacy and it is essential for students to

learn not only languages and literature but also other disciplines. Literacy is the foundation of

practically all learning processes. The majority of the time, learning multiple other topics is

challenging for students whose literacy ability is low. blog, L. (2015) discovered a very strong or
perfect correlation between the students' responders' reading frequency and vocabulary gains;

the examination of the association between the two variables shows a 1% level of significance.

In the study about the vocabulary and reading comprehension as a measure of reading skills of

Filipino children at the University of Santo Tomas, Cayubit (2012) supported the finding of

Ablog's study by claiming that literature for vocabulary are less when compared with reading

comprehension, but if one would analyze the nature of both aspects of reading, vocabulary, and

comprehension appear supplementary because vocabulary can be a predictor of an overall

reading ability (UST). According to Ablog (2015), one of the criteria predicting a learner's

success in reading comprehension and vocabulary development is the habit of reading.

Consequently, it's important to develop kids' reading habits in order to improve their vocabulary

and reading comprehension abilities.

III. SCOPE AND LIMITATIONS

This study seeks to determine the relationship between English reading frequency and

vocabulary development of selected grade 12 students of Westbridge Institute of Technology, Inc. The

study will conduct during the Academic Year 2023-2024. The respondents for this research were only

limited to the grade 12 students enrolled in Westbridge Institute of Technology, Inc. located at

Poblacion Uno, City of Cabuyao, Laguna, Philippines. The researcher will use stratified random sampling

to determine the respondents of the study. The researcher will gather data by providing a survey-

questionnaire that will use to determine the vocabulary of the respondents.

IV. RESEARCH METHODOLOGY

(SAMPLING)

This chapter will presents the research methodology and techniques that the researchers will utilize in

conducting the research. It concludes the research design, research locale, respondents of the study,

research instrumentation, validation of instruments, data gathering procedure and statistical treatment

of data.
DATA COLLECTION AND ETHICAL ISSUES

The main goal of the study is to determine the relationship between English Reading Frequency

and Vocabulary Development of Grade 12 Students of Westbridge Institute of Technology, Inc. The data

that will collect will analyze and interpret through statistical treatment such as Frequency and

Percentage Distribution to determine the demographic of the respondents, Frequency and percentage

distribution will also use to analyze the answer of the respondents and Pearson Product Moment

Correlation will use to determine the significant relationship between English Reading Frequency and

Vocabulary Development.

PLAN FOR DATA ANALYSIS

This study will deal with the collection and analysis of data on Grade 12 students. The input variables

that will consider are Demographic profile of respondents including (1) Age (2) Gender. Also, what is the

English reading frequency of students to the vocabulary development in learning: comprehension,

pronunciation, and construction. Lastly, Is there any significant relationship between English Reading

Frequency and Vocabulary Development of Grade 12 students. To determine the expected output, the

researcher will use the following process such as distributing survey-questionnaire and analyzing

gathered data through statistical method. And by means of examining all the processes the researcher

will be able to determine English reading frequency in relation to vocabulary development of grade 12

students of Westbridge Institute of Technology, Inc.

TIMETABLE/ GANTT CHART
COST ESTIMATES
REFERENCES

• Ablog, L. (2015). Correlation of Students Habits to their Vocabulary Knowledge and

Reading Comprehension. Tarlac State University, Tarlac City
https://files.eric.ed.gov/fulltext/EJ1266046.pdf
• Alsharif, R. (2022). Relationship between Vocabulary Learning Strategies and
Vocabulary Size: Evidence from Saudi Female EFL Learners
https://files.eric.ed.gov/fulltext/EJ1328949.pdf
• Barbara A. Wasik, Annemarie H. Hindman, Emily K. Snell, (2016), Book reading and
vocabulary development: A systematic review, Early Childhood Research Quarterly.
https://sites.temple.edu/emilyksnell/files/2017/08/Wasik-Hindman-Snell-2016.pdf
• Cayubit, R. (2019), Vocabulary and reading comprehension as a measure of reading skills
of Filipino children.
• Ediger,Marlow (1998), Reading and Vocabulary Development. https://eric.ed.gov/?
id=ED422561