Effect of vocabulary teaching to improve students reading comprehension senior thesis

Ministry of Education and Science of the Republic of Kazakhstan 
L.N. GumilyovEurasian National University

Zhakenova G.K.







EFFECT OF VOCABULARY  TEACHING TO IMPROVE STUDENTS READING COMPREHENSION
SENIOR THESIS

major 5B011900 – «Foreign language: two foreign languages»











Astana, 2017
Ministry of Education and Science of the Republic of Kazakhstan 
L.N. GumilyovEurasian National University



“Admitted to the defence”
Head of the department___________________
___________________ D.Kh. Baidrakhmanov 



SENIOR THESIS

     EFFECT OF TEACHING VOCABULARY TO IMPROVE STUDENTSREADING COMPREHENSION
major 5B011900 –«Foreign language: two foreign languages»


StudentG. K. Zhakenova

Scientific supervisor,G. M. Gaurieva
seniortutor






Astana, 2017

     
CONTENTS
Introduction…………………………………………………………………..
5
1Theoretical basis of vocabulary teaching in reading comprehension……
7
1.1 General characteristics of vocabulary teaching ……………
7
1.2 General characteristics of reading comprehension …………………………………
13
1.3 Relation of vocabulary teaching to reading comprehension ……………………
22
2Methodological basis of vocabulary teaching in reading comprehension......
30
2.1 Different approaches of vocabulary teaching 
…………………………………………
30
2.2 Methodological model of vocabulary teaching in reading comprehension ……………………………………………………………………….

40
2.3 The experimental verification (approbation)of the effect of vocabulary teaching to improve students’ reading comprehension …………………………………………………………….

48
Conclusion……………………………………………………………………
61
Bibliography………………………………………………………………….
64
Appendix…………………………………………………………………….
69



















Introduction
	Improving students' reading comprehension is a goal which every responsible teacher tries hard with his students to achieve. The mastery of reading comprehension skills is the key for students to get well with most content courses. Vocabulary knowledge plays an important role in reading comprehension. Reading a language and comprehending it require that one possesses sufficient vocabulary. The importance of vocabulary can be defined as "the words we must know to communicate effectively: words in speaking (expressive vocabulary) and words in listening (receptive vocabulary)". [1, 385]
     Vocabulary teaching is one of the most important components of any language classroom which helps learners understand languages and express their meanings. If language structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh. Vocabulary is a principle contributor to comprehension. Fluent readers recognize and understand many words, and they read more quickly and easily than those with smaller vocabularies. Students with large vocabularies understand text better and score higher on achievement tests than students with small vocabularies.
     "One of the oldest findings in educational research is the strong relationship between vocabulary knowledge and reading comprehension. Word knowledge is crucial to reading comprehension and determines how well students will be able to comprehend the texts they read in middle and high school" [2, 38] The correlation of word knowledge with reading comprehension indicates that if students do not adequately and steadily grow their vocabulary knowledge, their reading comprehension will be affected[3, 47]Writers Cunningham A. E.and Stanovich K. E. also say that students who do not understand some words in texts tend to have difficulty comprehending and learning from those texts. [4, 16]
     Knowledge of vocabulary is one of the best predictors of reading ability and the capability to obtain new details from texts. The relationship between vocabulary and reading comprehension is a “vigorous” one and the knowledge of the vocabulary system of a language has constantly been the “foremost indicator of a text’s difficulty” [5, 245]Different articles and studies have focused on the effect of teaching vocabulary implicitly or explicitly to improve students reading comprehension, while very few articles and studies have tackled the impact of combining both vocabulary teaching techniques on improving students' reading comprehension skills. Ellis N.Cclaims that implicit vocabulary teaching and learning method involves indirect or incidental, whereas the explicit method involves direct or intentional. [6, 277]
     Thus, selecting the correct or the most efficient technique or strategy to introduce vocabulary items is an integral factor in improving EFL students' reading comprehension. Researchers have also suggested that vocabulary knowledge is an indicator of language ability and in order to be a competent second or foreign language learner, a great amount of words is a dominant factor. Hence, such vocabulary knowledge is also required for successful reading comprehension. [7, 235]
     Kazakhstani professor Murat Kaplan points out that an extensive vocabulary aids expression and communication and learning vocabulary is one of the first steps in learning a second language. [8, 7]
     Many English teachers complain that their students suffer a lot from being unable to comprehend reading texts because they lack the required size of vocabulary to understand the target texts. Therefore, students are not successful in reading comprehension due to their deficiency in vocabulary. Unknown words hinder students from understanding the reading texts and the given questions as well. Therefore, it is very important to attempt and examine various vocabulary teaching techniques and strategies so as to find the most effective ones which may help a lot in developing students' vocabulary, and as a result, to improve their reading comprehension skills. 
     The Aim is to investigate the effect vocabulary strategies on improving their reading comprehension skills. 
     The Objectives are: 
1) To analyze theoretical matter of vocabulary teaching and reading comprehension
2)To propose methodological model of vocabulary teaching in reading comprehension
3) To verify the sufficiency of proposed model 
     The Object is the process of vocabulary teaching in school environment
     The Subject is vocabulary techniques to improve reading comprehension 
     The Scientific novelty is proposition of methodological model of vocabulary teaching in reading comprehension
     The Theoretical significance lies in the interactionist orientation theory, which consists of three main principles: meaning, language and thought. Meaning states that humans act toward people and things according to the meanings that give to those people or things. Language gives humans a means by which to negotiate meaning through symbols. Humans identify meaning in interactive acts with others. Thought modifies each individual’s interpretation of symbols. Thought is a mental conversation that requires different points of view.
	The Practical significance is based on the results of this paper, certain approaches towards vocabulary teaching in reading comprehension skills will be proposed and are expected to be successfully practiced in studying process
     The Theoretical and methodological basis are analysis and synthesis of the theoretical matter and modeling and research for practical part of the paper.








1. Theoretical basis of vocabulary teaching in reading comprehension  

1.2 General characteristics of vocabulary

     Learning vocabulary is considered as an essential part of language learning and production as limited knowledge of vocabulary results in learner difficulties in production as well as comprehension of language. Concerning the complexity of this issue, vocabulary learning strategies seem to be very crucial in language learning strategies and consequently being aware of these strategies is significant for both teachers and students. Vocabulary acquisition is the largest and most important task facing the language learner.David Wilkins summed up the importance of vocabulary for language learning: ‘Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.”
     Vocabulary is a central part of language proficiency and accounts for much of how well learners interact with each other. This makes it critical to learn a large body of vocabulary. Vocabulary teaching has caused a substantial amount of debate during its fairly long and colorful history. Owing to recent advances in the field, much of the argument has now been settled. For instance, the traditional decontextualized memorization of vocabulary lists has now lost much of its credibility. At present, there is a consensus on how words should ‘not’ be learned. However, there is still a lot of controversy concerning how they ‘should’ be learned. 
     Zimmerman C. B. believes that teaching vocabulary was underestimated in the area of second language learning. [9, 25] The question of which strategies and tasks are more effective in helping students learn words in the most economical way has long been of interest to many second language teachers. Laufer B. holds opinion that attention should be focused on the implementation of more useful approaches and techniques for the teaching of vocabulary. [10, 234]
     Different approaches, methods, and techniques have so far been suggested. More attention has been paid to word learning strategies in recent years as a way of aiding L2 word learning. Such strategies include the use of a dictionary, repetition and rote learning, guessing from context, making inferences from the vocabulary form, linking to the prior knowledge, connecting to cognates, and classifying vocabulary items in the mind [11, 2] Gu P.Y. states that from note taking to practice and guessing to dictionary use, word learning is a dynamic procedure entailing metacognitive options and cognitive realization of strategies. [12] Hulstijn J. H. also argues that teaching vocabulary does not inevitably 31 entail teaching particular words, but rather presenting learners with the strategies crucial to enlarging their vocabulary. [13, 17]
     Vocabulary refers to words we use to communicate in oral and print language. Receptive vocabulary refers to the words we understand through reading and listening. Productive vocabulary refers to the words we use to communicate through writing and speaking. [14, 256] In order to communicate effectively using oral and print language, we must be able to flexibly use words that we recognize and understand. 
     
     Effective reading requires two types of vocabulary, word recognition vocabulary and word meaning. [15] Word recognition is the readers’ ability to pronounce or figure out the word by using word attack strategies. Word meaning refers to words students know or can define. Though we recognize the importance of both word recognition and word meaning, the emphasis of this book will be on word meaning.
     Vocabulary learning strategy is very effective in language proficiency development because it constitutes the basis for learners’ ability in other skills, such as speaking, reading, listening and writing.
     Broadly speaking, there are two approaches to vocabulary teaching learning: incidental or indirect learning (i.e earning vocabulary as a y-product of doing other things such as reading or listening), explicit or direct instruction (i.e., diagnosing the words learners need to know presenting such words to the learners and elaborating on their word knowledge. [16, 2]
     In terms of Hedge, such strategies can be either cognitive (i.e., direct mental operations to understand and store new words) or meta-cognitive (i.e., indirect strategies that facilitate the conscious efforts to remember new words). [17, 5] Some researchers have revealed that indirect strategy instruction is more effective in developing vocabulary learning storage [18, 75]
     Explicit instructions mean teaching where the instructor clearly outlines what the learning goals are for the student, and offers clear, unambiguous explanations of the skills and information structures they are presenting.
     By implicit instruction, we refer to teaching where the instructor does not outline such goals or make such explanations overtly, but rather simply presents the information or problem to the student and allows the student to make their own conclusions and create their own conceptual structures and assimilate the information in the way that makes the most sense to them.
     One of the most important issues in L2 vocabulary research is whether instruction should be explicit or implicit. Many attempts have been made to compare the effectiveness of the two approaches. For instance, Coady J. explicitly taught teaching high-frequency vocabulary to 42 university students at different levels of proficiency enrolled in an intensive English program. He concluded that explicit instruction of vocabulary is more beneficial and leads to longer retention than implicit instruction. [19, 21]
     Furthermore, Norris and Ortega (2000) reported a clear advantage for explicit instruction, and Hunt and Beglar (2005) argue that explicit instruction seems to be more effective than those modes of teaching that exclusively rely on indirect means. [20]Moreover, Hulstijn J. H.[21,131] and Schmitt N. [22, 358]point out that mere exposure to target vocabulary will not guarantee an adequate level of comprehension. Overall, previous research seems to suggest that little vocabulary can be learned through implicit instruction 
It is also apparent that explicit and implicit modes of instruction should be considered as complementary, and a mixed approach should be taken[23, 8]
     What is more, Ellis R. holds that the two approaches are applicable to different aspects of vocabulary learning, adding that the implicit approach is preferred in cases where shallow processing of words is required, whereas the explicit approach is suitable for deep processing. [24, 439] Hunt and Beglar contend that the form and meaning of words are best learned explicitly, but phonetic features are best learned implicitly. [25, 54]
     According to Celce-Murcia, knowledge can be gained and represented either implicitly or explicitly and both contribute to language learning. There exists a central debate emerging from the studies dealt with whether effective vocabulary learning should give attention to explicit or implicit vocabulary learning. [26, 45]
      In implicit vocabulary learning, students engage in activities that focus attention on vocabulary. Incidental vocabulary is learning that occurs when the mind is focused elsewhere, i.e. learning without conscious attention or awareness; such as on understanding a text or using language for communicative purposes. From a pedagogically-oriented perspective, the goal of explicit teaching is 'to lead learner’s attention', whereas the aim of an implicit focus on form is 'to draw learner’s attention'. 
     Moreover, individual tasks can be located along an explicit or implicit continuum, and complex tasks may combine both explicit and implicit subtasks. Most researchers recognized that a well-structured vocabulary program needs a balanced approach that includes explicit teaching together with activities providing appropriate contexts for incidental learning. In implicit learning, the assumption is that new lexis will be grasped “incidentally”, through exposure to various contexts, reading passage and other material without deliberate memorization being involved. Unplanned vocabulary learning is learning through exposure when one’s attention is focused on the use of language, rather than on learning itself. Various researchers have concluded that learners should be given explicit instruction and practice in the first two to three thousand high frequency words, while beyond this level, lowest frequency words will be learned incidentally while listening or reading. 
     There are various methods of teaching words explicitly to learners. Duin and Graves (1987) mention that explicit vocabulary instruction can be given through providing word definitions, synonym pairs, word lists, word associations, the keyword method, semantic mapping and semantic feature analysis. [27, 45] Harmer states that the introduction of new vocabulary can be carried out through the use of realia, pictures, mimicry, contrast, enumeration, explanation and translation. [28, 152] All these vocabulary teaching techniques involve direct teaching. However, Nation believes that teaching vocabulary directly is time wasting. His major argument is that there are a large number of words in English and therefore a large amount of time is needed to deliberately and explicitly teach vocabulary. He concludes that direct teaching can only account for a very small proportion of native speakers’ vocabulary growth. He points out that in SLA, there is the distinction between high frequency and low frequency words. For non-native speakers, they need to learn the high frequency words first, which make up a relatively small group of words, which deserve time and attention. Nation also states out that direct teaching of second language vocabulary can raise students’ awareness of particular words so that they notice them when they meet them while reading. [29, 15]
     He also believes that direct vocabulary instruction has a place in SLA and he puts forward several points supporting the notion. First, he notes that non-native speakers beginning their study of English generally know very few English words. Because the high frequency words of the language are so important for language use and consist of a relatively small number of words (about 2,000), it is practical and feasible to directly teach a substantial number of them. 
     Second, direct vocabulary learning is a way of trying to bridge the gap between second language learners’ present proficiency level and the proficiency level needed to learn from unsimplified input. Third, direct vocabulary study is a way to speed up the second language learning process. [30, 157]However, he maintains that direct vocabulary instruction should be directed towards the high frequency words of the language and warns that direct instruction can deal effectively with only some aspects of word knowledge and not effectively with others, which rely on quantity of experience and implicit rather than explicit knowledge. [31, 97]
     For example, when teachers explicitly teach students to analyze word parts, students may be able to remember the spelling and also the pronunciation of the words (productive knowledge) more easily but regarding collocational and grammatical behavior of words, it may be better for learners to read in context. Schmitt points out that learners are capable of learning large quantities of vocabulary, for example by means of word lists and the ‘depth of processing’ hypothesis suggests that the more a piece of information is manipulated, the more likely it is to be retained in memory. [32, 121] Oxford and Scarcella take the position that explicit vocabulary instruction is necessary to guide learners to learn specific strategies for acquiring words, and show students how to learn words outside of their L2 classes. [33, 235]
     Vocabulary is neither the exclusive domain of implicit nor that of explicit learning but it is rather associated with both and the two modalities interact with and influence each other. According to Ellis there are “specialized modules, the input and output lexicons, which acquire the forms and regularities of the surface form of language by implicit learning principles,” and these modules become automatized by instances of frequency and memory. [34, 245] For Hulstijn, even in the case of learning an L2, “a large number of words cannot have been learnt solely by means of explicit vocabulary instruction; rather, most words are learned in an incremental way through repeated encounters during extensive reading” [35, 271]
     In support of the implicit learning of language, Wode  states that in general, “a language is learned not for its own sake but as a by-product of a given individual’s socialization process. That is, children acquire the language(s) of their environment as part of learning to cognize the world around them. Moreover, the socialization process is 49 never completed because people need to adapt continuously to changes in their environment, even as adults. Such adaptation includes the acquisition and development of whatever language(s) the individual may be challenged to learn, regardless of whether or not the language is an L1, L2, or reacquisition, or whether a language is acquired in a natural context or in a classroom in which the language is the instructional medium. In this sense the acquisition of a language is incidental with respect to the situation in which it occurs because the language is not the primary object of the activity or process.”. [36, 244] According to Hulstijn, “much of the burden of intentional learning can be taken off the shoulders of the language learner by processes of incidental learning, involving the picking up of words and structures, simply by engaging in a variety of communicative activities” in particular reading and listening activities during which the learner’s attention is focused on meaning rather than on the form of the language itself. Hulstijn defines implicit learning a passive process, where people are exposed to information, and acquire knowledge of that information simply through that exposure. Some psychologists suggest that much of the information learned during the normal course of life is learned implicitly, in the absence of conscious awareness. It refers to activities that people can do but cannot explain how. In fact, implicit learning is not passive at all but is so named because the real focus of the activity is not made explicit to the learner, and the target appears as an unavoidable way forward to the resolution of the overtly expressed objective of the activity. The learner must find a way of internalizing it as a means to achieve the goal of 50 the activity. [37, 358]
     Explicit learning is the specifically planned learning of a clearly specified form of knowledge in which the subject is overtly advised or even guided to strive and commit the specified element to memory. Intentional learning becomes explicit when the learners are clearly informed about what activity they are to perform and what objective(s) they are supposed to attain by the end of the activity, without any essential part whatsoever hidden or obscured. Intentional learning occurs when the learner is clearly informed that he will be tested at the end of an activity at the function of a certain language form is.” [38, 140] DeKeyser defines it as “a more explicit [overt] process whereby various mnemonics, heuristics and strategies are engaged to induce a representational system. [39, 69]
     Greenwood & Flannigan think that "90% of the words that a student learns over the course of a year are without direct instruction. These words are learned through incidental contact". [40, 249]"By explicit instruction, we mean teaching where the instructor clearly outlines what the learning goals are for students, and offers clear, unambiguous explanations of the skills and information structures they are presenting. He also adds that by implicit instruction, we refer to teaching where the instruction does not outline such goals or makes such explanation overtly, but rather simply". In the last decades, researchers and scholars paid significant attention on the vocabulary learning, in the case that vocabulary learning plays an important role in learning to command on second language. Although, there is no common agreements concerning what elements contribute to the acquisition of vocabulary. For instance, the effect of context use for learning vocabulary, and also to what extent students use pertain strategies for their vocabulary learning during their language studies. Researchers claim that another determining factor regarding vocabulary learning is the significance of context and the value of reading. [41, 185]
     
Different scholars identify vocabulary learning strategies differently, some of which are:
1)Memorization strategies 
2) Repetition strategies, 
3) Association strategies,
 4) Key word method 
5) Inferencing strategy, 
6) Dictionary use.
7) Sematic grid strategies, and 
8) Word lists

Explicit Vocabulary Instruction
Preliminary vocabulary words
One of the most effective technologies that help a child use new vocabulary words is the use of irreplaceable words, used in the text before the beginning of the impression. Results (or together with children) should be normal to determine which words are unacceptable. Then these words should be defined and discussed. This is important in order not only to talk about what is happening, but also to discuss it. This allows the child to find out about the connotation of the word, as well as its denotations. In addition, the discussion provides an opportunity to learn about how children will understand the word. After you pronounce the vocabulary words, the child must begin the conversation.
Recycled word for words
It may be a common thing that more fashionable times we come to terms, our strong incomprehensible goals. Be that as it may, a new approach to new vocabulary words is often ignored. The results of the unsuccessful choice (especially by the child) should be used and use a different time frame before he really becomes something like her vocabulary. Providing a lot of opportunities for using a new word in your handwriting and speech form helps the child to strengthen his understanding.
Keyword Method
Just as there is reading, the key is triggered primarily because the child has a specific text. In this method, non-capital words are entered before the beginning. However, if you want the child to define a new word, he considers it a "phrase" to help him understand it. This "word clu?" or keyword can be a step of definition, illustrative or more precise, which leads to a word to make it remember the place where it occurs in the future. The idea is to create an accurate cognitive connection with a word that can effectively develop in the process of increasing efficiency.
Word Maps
The word "Map" is a sure measure for launching children's vocals. Like other effective teaching methods, in any case (in any case or with a child), materials should be developed to determine which words are unacceptable. For each of these new words, the vocabulary of the child (with the support of thedult) creates a sad org?niz?r for the word. In the upper or the end of the orgaziz?r is a vocabulary word. Word-breaking is the most important: classification (what class or group does the word before), qualties (what is a word like) and variants. Using preliminary knowledge, the child fills all these very categories. The word combinations contribute to the fact that the difference in words becomes clear. This passion is best used in children 3-12.
Root Analysis
While the root analysis must be extremely understandable, an ultimatum must be in order to use this strategy in due time. Many words in English are separated from the roots of Latin or Griek. They also contain the root root (the first component of the text) or use prefixes or suffixes that store memory. The results should be focused on teaching children the most common roots, prerequisites and suffixes. Each of us must understand how its use by a common word must be committed and approved. The rule should be clear how the root helps it to define the word. A child should be given excellent words to distinguish between their roots and definitions. When someone can disclose simple words in their prefixes, suffixes and roots, they can make them read.
Restructuring of the Reading Materials
This strategy is extremely effective in helping struggling countries improve their vocabulary. Some people who want the theories to be useless for those who commit them, there are too many unacceptable words in them. The results, which can lead to the fact that the theories vary in different ways, can help them more. Some difficult words can be used with "strong" synonyms in order to help them understand them. Vocabulary footnotes can be used for radical word processing, so text can easily "search" for a word while it remains text. For guidance, an auxiliary guide on vocabulary can be provided. Words that are included in the manual should be highlighted or printed in bold to direct them to direct the voice guidance if the word or speech does not match.
Implicit Vocabulary Instruction
Frequent vocabulary occurs at all times when we act. Pursuing the way a word is used in the text, we can end this. Although you may not know how important a word is, many times you can add it to focus on something specific. The results should be such as to educate them in mastering their own skills.
Contextual skills
Contextual skills are those skills that are used for accelerated vocals. The texts are full of "words" about the events of words. Other words in different paragraphs, descriptions, illustrations and titles give information about what they can use to write obscene words. There are many factors that can be caused by "consistent proposals", because they are related to volume, and not just to violation. Young people should be required to find and use to collect new vocabulary words. Adaptation to models and people like to help children master this exciting skill.
Students who use different words are often pronounced through a wide audience, but students who are late do not. According to Beck, McKeown and Koukanu "The problem is that many steps in this area do not develop on a larger scale, especially from those books that contain illegal vocabulary, and these students can also receive quality information from the Context" [42, c . 4]
In addition to words taught in different languages, they read new words when they have to use these words explicitly. Stal suggests that they can provide instruction in the amount of 300 to 500 words in one school, or 8 to 10 words per year. Selected words can be taken at different times and will provide students with the knowledge they need to understand what they did. Students who do not keep up with time, constantly need this direction to help in the development of their vocabulary. Without solutions, thirdly, about key words, most students will have difficulty understanding what they believe. [43, 85]
1.2 General characteristics of reading comprehension
     Suwiniere and the Moclessigrim, who define their role as "correct and effective, reproducing, ascending and determining for themselves in the years to come" [45, 58]. Morevich in the process of unfolding is not only due to the fact of what he / she is doing, but he / she must also understand how to understand the text. In accordance with the Tyrney and Resuscitation: "Learning is not only not necessary to recognize words; He [also] makes us see a few lines "[46, 85]. Preferences are that the introduction leads to a multitude of cognitive abilities that can be used to control the mother. [47, 55]
     Rational inclusion is one of the factors responsible for inefficiency / complexity. This is because here there are words that lead in the text, and how they run the text / text by the outsider. [48, 72] Compression is a "radical, multidimensional process", which is defined by four skills: phonology, syntax, idealism and pragmatics. [49, 37] Ability to quickly read and speak quickly and quickly. [50, 85] In addition, it defined the concept of cognitive development of the individual, which is "the development of thought processes." Some people turn through training or training and other different modes. [51, 7]
     There are special steps that determine how successful the individual will include the text, including the previous one, as well as the ability to create your own. The ability to monitor the state is: "Why is it important?" And "Do I have to do something?" Are examples. Rather, it is an opportunity to become the owner of the crucial problems associated with their arization.
     Resistance to inclusion includes two processes: process, shalls (low level), processing and decryption (high-level). Processing involves a simple process that occurs when we enter a word and transform it into similar words. The Shallow process includes structuring and phonetic recognition, processing of the original and structuring of words, as well as antisocial sounds. [52, 152]
     Initially, most of the issues that have taken place were connected with the adoption of certain technical solutions that would help them if they could be strategic players at the age of 40, trying to find ways that would help them get support on the sporting issue. However, in 1969 and approximately in 2000, the number of "strategists" was determined for the study of educational institutions aimed at improving working conditions. Sincerely at the turn of the 21st century, including, as a rule, consist of students responsible for questions written on them, writing reviews on their own, or both. All group participation in this story also often included a "roundabout" when they were involved in individual studios in order to perform part of the text. In the first quarter of the 20th century it was observed that the correct methods became more successful than at the same time. First of all, using the previous measurement technique, researchers concluded that a much more effective solution is to enter into transactions. A lot of work was done in the process of training beginners, including in the field of "unfolding strategies", or tools for analysis and analysis. [53, 89] The instruction on the content strategy we use often involves a serious responsibility when they initiate and modernize strata. First of all, they give more and more responsibility for using the strategies, until they can use them separately.Vocabulary
     Reading comprehension and vocabulary are inextricably linked. Theability to decode or identify and pronounce words is self-evidently important, but knowing what the words mean has a major and direct effect on knowing what any specific passage means. Students with a smaller vocabulary than other students comprehend less of what they read and it has been suggested that the most impactful way to improve comprehension is to improve vocabulary. [54, 8] Most words are learned gradually through a wide variety of environments: television, books, and conversations. Some words are more complex and difficult to learn, such as homonyms, words that have multiple meanings and those with figurative meanings, like idioms, similes, and metaphor.......................