Words matter – but how? A study of high school learners’ vocabulary and reading comprehension

Abstract

Background: Learners’ vocabulary knowledge in English additional language (EAL) can serve as an indicator of their reading comprehension as well as their chances of academic success.
Objectives: This article describes and examines patterns and relationships between the vocabulary knowledge of Grade 11 learners at different word frequency levels (2000, 3000, 5000, university word list and 10 000 word level) and their reading comprehension performance.
Method: In this cross-sectional study quantitative data were collected from 67 senior high school EAL learners in two low-performing schools from a low socio-economic context in the Zambezi region in Namibia. A vocabulary levels test and a reading comprehension test were used to assess the EAL learners.
Results: The results showed that the learners had limited vocabulary knowledge and low comprehension levels. The study found a significant modest correlation between knowledge of vocabulary and reading comprehension. The study further revealed that while all word levels correlated significantly with reading comprehension, the 5000 word level emerged as the strongest predicator of reading comprehension.
Conclusion: The findings suggest that EAL learners need to be supported more explicitly from the start of their EAL journey to increase their vocabulary knowledge and to boost their chances of comprehending their academic texts.
Contribution: This study adds to the understanding of how learning and academic achievement in high-poverty contexts might be slowed down by poor schooling. The study also contributes knowledge of which vocabulary high school learners need in aiding their reading comprehension.