In-Text Vocabulary Recognition Strategy on Secondary School Students Achievement in Reading Comprehension

Abstract

The focus of this article is on in-text vocabulary recognition strategy on secondary
school students’ achievement in reading comprehension. Any written material is primarily a
stretch of utterance which a writer uses to convey a message to an individual who of course is
the reader. There are many devices available to a writer for conveying a massage. Unless a
reader is familiar with the devices a writer uses, the reader may never comprehend the message
of the text. The ultimate purpose or goal of any reading effort is to first and foremost
comprehend the message of the text being read. One cannot enjoy a given text if one does not
comprehend it. The primary aim of this paper is to determine students’ comprehension through
in-text vocabulary recognition strategies, particularly at the secondary school level, In-text
vocabulary strategies in reading, exposes readers to practical extraction of word meanings while
reading any printed material. The paper highlights on vocabularies, comprehension, vocabulary
types, and various levels of comprehension among others. The conclusion of this paper is drawn
based on views of writers that in-text vocabulary recognition strategy is a necessary parameter
for measuring cognitivity of every learner.