Xu Jinyu
ABSTRACT
This study aimed to investigate the relationship between Grade IV ESL students’ vocabulary performance and their reading comprehension skills. Using a mixed-methods approach, it gathered both quantitative and qualitative data from 100 Grade IV ESL students in Tianzhen County during the 2024–2025 academic year. The results showed that vocabulary performance significantly influenced reading comprehension across literal, inferential, critical, and application levels. Several challenges were identified, including limited vocabulary, low reading fluency, lack of motivation, restricted access to reading materials, language barriers, insufficient parental support, inadequate instructional methods, and ineffective assessment practices. Based on these findings, a targeted action plan was developed to improve vocabulary acquisition and reading comprehension through focused interventions and instructional strategies. The study highlights the critical role of vocabulary in supporting effective reading comprehension and recommends the implementation of integrated literacy programs that emphasize both vocabulary development and comprehension skills.
Keywords: English as a Second Language (ESL), instructional strategies, literacy development, reading comprehension, vocabulary performance
https://doi.org/10.57180/cahq5031