لخّصلي

Abstract This study aims at identifying the main impact of vocabulary size as a predictor of reading Comprehension in educational stages.Accordingly, the lexical knowledge of learners can be improved, and, in turn, enhanced lexical knowledge might lead to higher levels of reading comprehension.The study also reveals that Saudi EFL learners typically demonstrate an average vocabulary size of around 2,000-3,000 word families, which is far below the 8,000-10,000 word families needed for full comprehension of university-level or advanced texts.In addition, teachers and students should be aware of some major aspects of learning vocabulary such as the definitions of words, synonyms, antonyms ,word collocations, and semantic and pragmatic characteristics.The use of various methods of teaching are highly recommended for assisting EFL learners in enlarging their lexical knowledge.The researcher used a qualitative research method.

Abstract
This study aims at identifying the main impact of vocabulary size as a
predictor of reading Comprehension in educational stages. The researcher used a
qualitative research method. The current study reveals a positive correlation between
vocabulary size and reading comprehension. The study also reveals that Saudi EFL
learners typically demonstrate an average vocabulary size of around 2,000–3,000
word families, which is far below the 8,000–10,000 word families needed for full
comprehension of university-level or advanced texts. And vocabulary knowledge is
a major contributor to Saudi EFL learners’ reading comprehension. However, due to
their relatively small vocabulary size, their reading comprehension is often limited.
Therefore, improving both the size and depth of vocabulary would likely lead to
significant gains in reading proficiency. The current study reveals a positive
correlation between vocabulary size and reading comprehension. Vocabulary size is
considered to be an important predictor of the ability to comprehend written texts
and they are strongly related. In view of the results of this study, some pedagogical
implications for EFL learning and teaching can be suggested. One of the key steps
is that vocabulary teaching should surpass the superficial level. High-frequency
words should be introduced deeply and in a way that learners can acquire full
knowledge of the core vocabulary. In addition, teachers and students should be
aware of some major aspects of learning vocabulary such as the definitions of words,
synonyms, antonyms ,word collocations, and semantic and pragmatic
characteristics. The use of various methods of teaching are highly recommended for
assisting EFL learners in enlarging their lexical knowledge. Accordingly, the lexical
knowledge of learners can be improved, and, in turn, enhanced lexical knowledge
might lead to higher levels of reading comprehension.