The Moderating Effect of Reading Habits on the Relationship Between Vocabulary Skills and Writing Proficiency of Grade Six Learners

This study examined the levels of reading habits, vocabulary skills, and writing proficiency among Grade Six learners, exploring the predictive relationship between vocabulary skills and writing proficiency while investigating whether reading habits function as a moderating variable that alters this connection. Utilizing a descriptive-correlational and regression research design with moderation analysis, data were collected from 95 randomly and universally sampled Grade Six learners across selected public elementary schools in the Carmen North District during the School Year 2025–2026. The research employed three content-validated instruments consisting of an adapted 8-item reading habits scale, a 36-item vocabulary test, and a DepEd-aligned descriptive essay writing assessment. Descriptive results revealed that the learners possessed high reading habits, but exhibited fairly satisfactory vocabulary skills and low writing proficiency scores. Furthermore, regression and moderation analysis indicated that while vocabulary skills maintained a weak but statistically significant positive predictive relationship with writing proficiency, reading habits did not significantly moderate or strengthen this specific interaction. Ultimately, these findings suggest that high personal reading habits alone do not automatically guarantee strong composition skills if vocabulary mastery remains limited, prompting the study to recommend shifting toward integrated classroom literacy interventions that systematically combine explicit vocabulary instruction, sustained reading engagement strategies, and structured, guided writing practices.