Abstract
This study aimed to investigate the relationship between breadth and depth of vocabulary
knowledge and reading comprehension of public secondary schools of Islamabad. The sample was
based on 124 students; 72 male and 52 female from 12 public sector secondary schools. The
students were selected conveniently from 10th grade with age range from 13 to 18 years,
(M=15.10, SD = .998). They were taught English as a compulsory subject included in the school
curriculum. The assessment of vocabulary knowledge and reading comprehension of students was
measured through four research instruments; Vocabulary Level Test, Word Associate Test,
Morphological Knowledge Test and Reading Comprehension Test. Results showed that a high
correlation occurred between depth of vocabulary knowledge and reading comprehension, but a
moderate correlation was observed between breadth of vocabulary knowledge and reading
comprehension. Regression analysis showed that vocabulary depth has high predictive power than
vocabulary breadth. The study advocated to mount students’ depth of vocabulary knowledge to
increase their reading comprehension abilities.
Zia Ur Rahman, Zafar Iqbal. (2019) Relationship of Breadth and Depth of Vocabulary Knowledge and Reading Comprehension in Learning English, Bulletin of Education & Research, Volume 41, Issue 3.
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