VOCABULARY INSTRUCTION PRACTICES AND THEIR INFLUENCE ON THE READING COMPREHENSION SKILLS OF GRADE 4 LEARNERS

This study determined the influence of teachers' vocabulary instruction practices on the reading comprehension skills of Grade 4 learners in the Schools Division of Nueva Ecija during the School Year 2025–2026. Specifically, it described the level of teachers' vocabulary instruction practices and learners' reading comprehension skills, examined the significant relationship between the two variables, identified the dimensions of vocabulary instruction practices that significantly influenced reading comprehension, and proposed a Vocabulary Instruction Enhancement Program based on the findings. The study employed a quantitative research approach using a descriptive-correlational research design. The respondents consisted of 60 Grade 4 teachers from selected public elementary schools in the Schools Division of Nueva Ecija. Data were gathered through a researcher-made questionnaire on vocabulary instruction practices and reading comprehension assessment results of the learners. Statistical tools used included weighted mean, Pearson Product-Moment Correlation, and Multiple Linear Regression Analysis. The findings revealed that teachers often implemented vocabulary instruction practices, with Morphological Awareness Instruction consistently practiced at a very high level. The reading comprehension skills of Grade 4 learners were generally high, with Inferential Comprehension and Vocabulary-in-Context Understanding demonstrating very high levels. The study further established a significant positive relationship between teachers' vocabulary instruction practices and learners' reading comprehension skills. Moreover, Morphological Awareness Instruction and Explicit Vocabulary Instruction significantly influenced the reading comprehension skills of Grade 4 learners. Based on the findings, the VOCAB+ (Vocabulary Optimization and Comprehension Advancement Program) was proposed to strengthen teachers' instructional practices and further enhance learners' reading comprehension. The study concluded that effective vocabulary instruction plays a vital role in improving the reading comprehension skills of Grade 4 learners. Strengthening evidence-based vocabulary instruction, particularly explicit vocabulary teaching and morphological awareness instruction, is recommended to further improve literacy outcomes in the Schools Division of Nueva Ecija.