The Effect of Interactive Reading and Traditional Reading on the Vocabulary Competence among Grade Six Pupils

Emelyn M. Talibong ., Amira M. Abdulfattah .


This study was conceived as an attempt to determine a significant effect of interactive reading and traditional reading on vocabulary competence. The venture made into this area of inquiry was given impetus by the curiosity of the researcher of such possible effect of the 70 pupils at the MSU-ILS in Marawi City. The pupils were grouped equally into two (2) – 35 pupils which composed the interactive reading group (experimental) and another 35 pupils which composed the traditional reading (control). The researcher utilized a combination of descriptive and quantitative research methodology. The study yielded the following findings: The vocabulary competence level of the pupils in the interactive reading (experimental group) based on the pre-test was generally “fair”; while the vocabulary competence level of the pupils in the traditional reading (control) group was “good”. The vocabulary competence level of the pupils in the interactive reading (experimental group) based on the post-test was generally “good”; while the vocabulary competence level of the pupils in the traditional (control group) was also “good”. Apparently, there was a notable good increase in the vocabulary competence level of the interactive reading (experimental group). In the traditional reading (control group), there was also an increase however, only minimal. The researcher concluded that the pupils in the interactive reading (experimental group) revealed a better favor as the results proved a better vocabulary competence level. A significant gain in vocabulary demonstrated by the interactive reading pupils – that is, from the pre-test to post-test was remarkable. In fact, from an adjectival description in the pre-test which was “fair”, it turned out to be “good” in the post-test.


interactive reading, traditional reading, vocabulary, competence

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