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Vocabulary mastery and reading competence of Grade 7 students [thesis] / by Kris Darlin L. Lubguban.

By: Contributor(s): Material type: TextTextDescription: ix. 63 leaves : ill. ; 28 cmSubject(s): LOC classification:
  • (GS-MAEEng) LG 221 D35 G73 A5 E38 E55 2024 L83
Online resources: Dissertation note: Summary: Abstract This study aimed to determine the vocabulary mastery and reading competence of Grade 7 students. It employed a descriptive-correlational type of research. A sample of 180 students was randomly selected using a systematic sampling technique. Data on vocabulary mastery were gathered through a validated questionnaire, while a standardized tool assessed students' reading competence, specifically in word reading level. The findings indicated that students' vocabulary mastery varied across components: meaning was rated as "Did Not Meet Expectations," while both grammar and spelling were assessed as "Fairly Satisfactory", and Pronunciation was deemed "Satisfactory." Regarding reading competence, the majority of students fell into the "Frustration" level. Moreover, there is a significant relationship between the following components of vocabulary and their reading competence: meaning, grammar, spelling, and pronunciation. Keywords: vocabulary mastery, reading competence, reading ability, word reading level, meaning, grammar, spelling, pronunciation, Phil-IRI
List(s) this item appears in: Education (Major in English), Master of Arts in
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Item type Current library Call number Status Barcode
Thesis Thesis Foundation University Library Thesis, Dissertation (GS-MAEEng) LG 221 D35 G73 A5 E38 E55 2024 L83 (Browse shelf(Opens below)) Available 0232025007005015

Master’s thesis (Education (Major in English), Master of Arts in)—Graduate School, 2024.

Includes bibliographical references and appendices.

Abstract

This study aimed to determine the vocabulary mastery and reading competence of
Grade 7 students. It employed a descriptive-correlational type of research. A sample
of 180 students was randomly selected using a systematic sampling technique. Data
on vocabulary mastery were gathered through a validated questionnaire, while a
standardized tool assessed students' reading competence, specifically in word
reading level. The findings indicated that students' vocabulary mastery varied
across components: meaning was rated as "Did Not Meet Expectations," while both
grammar and spelling were assessed as "Fairly Satisfactory", and Pronunciation was
deemed "Satisfactory." Regarding reading competence, the majority of students fell
into the "Frustration" level. Moreover, there is a significant relationship between the
following components of vocabulary and their reading competence: meaning,
grammar, spelling, and pronunciation.

Keywords: vocabulary mastery, reading competence, reading ability, word reading
level, meaning, grammar, spelling, pronunciation, Phil-IRI

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