EFFECTS OF DEVELOPING VOCABULARY SKILLS ON READING COMPREHENSION PROBLEMS IN JOS METROPOLIS, PLATEAU STATE.

This study investigated the impact of developing vocabulary skills on reading comprehension among third-grade pupils at Otana Integrated School, Jos, with a focus on English Language Learners (ELLs). The research addressed the critical issue of reading comprehension deficits, particularly among ELLs, within the context of increasing text complexity due to the Common Core State Standards. Utilizing a quasi-experimental design with pretest-posttest equivalent groups, the study involved an experimental group that received direct vocabulary instruction and a control group that was taught using conventional methods. The study sample comprised ten pupils with reading difficulties, selected through simple random sampling. The intervention included the use of 100 High Frequency Words, Umolu’s Informal Reading Inventory (U-IRI), and the Language Experience Approach (LEA). Data were collected and analyzed using mean scores and t-tests to assess the effectiveness of the instructional methods. Findings revealed significant improvements in reading comprehension skills among pupils who received direct vocabulary instruction. The experimental group demonstrated higher mean scores on comprehension questions and substantial gains between pretest and posttest assessments compared to the control group. These results underscored the importance of targeted vocabulary instruction and the LEA in enhancing reading comprehension among pupils with reading difficulties. The study held significant implications for educators, school administrators, parents, policymakers, and researchers. It highlighted the need for integrating effective vocabulary instruction methods, professional development for teachers, and collaborative efforts in supporting ELLs' reading comprehension. Recommendations included the incorporation of LEA in teaching practices, continuous assessment, and exploration of long-term effects of instructional interventions. In conclusion, the research provided compelling evidence showing the effectiveness of direct vocabulary instruction and LEA in improving reading comprehension skills, offering valuable insights for enhancing academic outcomes for ELLs.