INTRODUCTION
Introduction
The rapid globalization has established English as a universal language, facilitating advancements in commerce, communication, science, and technology worldwide Emphasizing global awareness, it is essential for students to engage and collaborate with individuals from diverse cultures, religions, ideologies, and lifestyles in an environment of openness and mutual respect In Vietnam, English holds significant importance as the most widely taught foreign language across all educational institutions, serving as a medium of instruction in bilingual schools, international schools, and colleges and universities, both public and private.
The Vietnamese government, through the Ministry of Education and Training, oversees the provision and management of English education in the country With a focus on promoting English as a second language, the government has implemented various supportive policies that significantly impact the teaching and learning of English in Vietnam.
Reading is a crucial skill for learning English as a Foreign Language (EFL), with numerous authors emphasizing its significance According to Jubani, Lama, and Gjokutaj (2012), proficiency in English is essential for educational success The ability to read and write is not innate; these skills must be taught from the beginning Ultimately, reading plays a vital role in language acquisition and is fundamental to human development.
According to Snow (2002), reading is a complex process involving multiple components that readers must effectively execute to derive meaning from printed text Readers need to swiftly and accurately comprehend words, grasp their various meanings, and construct a cohesive mental model of the text's meaning Successful reading entails making accurate interpretations by inferring connections both within the text and beyond it.
Reading is essential for students as it provides access to diverse knowledge, information, and ideas, while also enhancing their social skills and broadening their horizons To fully reap the benefits of reading, students must view it as an enjoyable activity beyond academic requirements Heisey and Kucan (2010) emphasize that strong reading skills are crucial for learning across all subjects; without them, students may face challenges in their academic pursuits.
Roberts (2011) asserted that most foreign language learners can achieve reading proficiency at an appropriate level and continue to enhance their reading skills over time However, research by Roberts & Wanzek (2012) and Chapman & Tunmer (2003) suggests that some students face ongoing challenges with reading comprehension Reading is a crucial educational factor that influences nearly all academic disciplines Furthermore, Strong et al (2002) found that reading skills are closely linked to various competencies, including problem-solving, critical thinking, writing, research, idea support, reasoning, and creativity.
Reading fluency is essential for effective reading, as highlighted by LaBerge and Samuels (1974) Their research, rooted in the theory of automatic information processing, reveals that poor readers struggle with fluency due to challenges in transforming and processing visual information, which hinders their comprehension of the text.
Rationale
The Ministry of Education and Training (MoET) in Vietnam aims to enhance foreign language education across all levels, from primary schools to universities, with a focus on integrating English into the curriculum starting in the 2011-2012 academic year As emphasized by Zhang (2012), reading is a crucial skill for foreign language learners, serving as a vital tool for acquiring knowledge and fostering critical thinking English teachers recognize that reading is fundamental to learning, making it essential to prioritize this skill in English as a Foreign Language (EFL) instruction To effectively teach reading comprehension, EFL educators must carefully analyze the factors and conditions that influence reading skills, employing reading aloud strategies to enhance student understanding.
Many individuals equate the ability to read foreign texts with proficiency in that language, as speech is viewed as the primary means of understanding English learners now seek a more practical approach from their teachers, moving away from traditional methods focused mainly on grammar Today’s educators are expected to equip students with active, applicable knowledge rather than just theoretical understanding In Vietnam, this challenge is particularly pronounced, as students encounter numerous obstacles in developing their English reading skills beyond mere practice.
Coper and McIntyre (2000) highlighted that effective teaching and learning between teachers and students is a complex process significantly influenced by classroom activities A skilled teacher not only imparts knowledge but also fosters student motivation, creating an environment where students are eager to learn Experienced educators utilize various teaching techniques, enhancing student engagement and participation in language learning Research indicates that students achieve better outcomes when guided by a teacher rather than studying independently Consequently, teachers play a crucial role in the educational process, necessitating the exploration of diverse methods to fulfill their responsibilities efficiently and effectively.
In Vietnam, traditional language learning methods have historically emphasized grammar rules and vocabulary, often neglecting reading skills This approach primarily involves students focusing on grammar and translating texts into their mother tongue, which can lead to habits of deciphering rather than true reading comprehension As noted by Tyler (2008), this method encourages students to understand every word and its grammatical structure, ultimately hindering their ability to engage with texts effectively.
Reading is a crucial component of learning a foreign language, as highlighted by various studies At Binh Phuoc Teacher’s Training College, language instruction has faced challenges ranging from grammatical structures to vocabulary and reading skills Although short training courses lasting 3 to 5 days have been offered to English teachers, these programs have not adequately addressed their needs, leaving many still struggling to meet the standards for teaching reading skills Additionally, the lack of access to updated materials has further complicated their ability to teach English effectively, particularly in developing speaking skills.
Binh Phuoc Province, located in southern Vietnam, faces significant challenges in adopting modern foreign language teaching methodologies due to its agricultural focus and limited educational resources With only two institutions of higher education, including Binh Phuoc Teacher’s Training College, which offers a single, unpopular English major program, the emphasis on English language development is minimal Although English is a compulsory subject for graduation, only about 120 students are pursuing it as their primary major, with 45 selected for research purposes Despite regular upgrades to teaching facilities and methods, many students struggle to read English fluently, largely because teachers do not utilize English effectively in the classroom.
In classroom group activities, students predominantly communicate in Vietnamese, leading to unequal participation during reading exercises The limited number of reading activities and a lack of an immersive English learning environment hinder students' motivation to improve their English skills, particularly in reading Observations of students struggling with accurate and fluent English reading, coupled with concerns raised by other English Foreign Language teachers, highlight the urgent need for improvement Current teaching methods involve students reading aloud from textbooks and completing assigned exercises, but there is a noticeable absence of innovative strategies or motivational approaches in teaching reading skills.
Binh Phuoc Teacher’s Training College employs standardized foundational knowledge to enhance English reading skills among beginner-level English major students, who often struggle with proficiency In their second year, students focus on developing effective and fluent reading techniques, aiming to improve their comprehension of texts at higher levels According to Al-Jarf (2007), students primarily read to enhance their comprehension of the material they already understand.
The Teaching English as a Foreign Language (TEFL) program at Binh Phuoc Teacher’s Training College emphasizes reading courses that focus on word recognition, comprehension, and vocabulary acquisition Effective reading skills are essential, requiring students to read and understand texts thoroughly, yet assessments primarily consist of paper or multiple-choice tests Unfortunately, many students struggle with reading aloud in class due to shyness, which adversely affects their academic performance The primary objective is to ensure that each student reads at or above their appropriate level, enhancing their overall learning experience.
Phuoc Teacher’s Training College faces a challenge with students reading below grade level, prompting a need for effective intervention Many teachers are eager to assist these students but lack clarity on the best strategies to enhance their reading skills This study focuses on implementing reading aloud strategies to improve reading comprehension and literacy among second-year English major students, aiming to foster their motivation for effective and fluent reading.
During the reading class, the area of inquiry for this project is motivated the students to read aloud which allows for their adaptability McGee & Schickedanz
Research by 2007 indicates that learners often feel bored and disengaged during reading comprehension activities, particularly when using reading aloud strategies There is a lack of guidance for parents on how to motivate their children through these techniques at home The study suggests that merely developing vocabulary through listening and reading aloud is insufficient for enhancing classroom learning Teachers typically allow students to read aloud and answer comprehension questions passively, which may lead to boredom with this traditional approach McGee & Schickedanz (2007) highlight significant differences in the effectiveness of reading aloud, posing a challenge for English teachers in motivating students to improve their reading skills To address this issue, educators can engage students by asking questions that leverage the effectiveness of reading aloud strategies, ultimately enhancing reading motivation and comprehension.
Actually, Buzanni (2008) concluded that it is not easy to master reading skills. Among the problems in learning reading skills are:
(1) The limited opportunities for the students to practice in class;
(2) The lack of variety of teaching techniques used by the teacher in class;
(3) The teaching strategies application was monotonous that made the students bored and disinterested in studying English.
Many Vietnamese students demonstrate strong understanding but struggle with reading fluency and accuracy, particularly in reading comprehension This study aims to identify the challenges faced by English teachers at Binh Phuoc Teacher’s Training College, focusing on the reading aloud strategies employed to enhance students' reading skills Recognizing the difficulties teachers encounter in this area, the research emphasizes the importance of improving students' reading performance as a key responsibility for educators By implementing effective teaching techniques and fostering a positive classroom environment, teachers can motivate students to enhance their reading comprehension Ultimately, this study seeks to provide strategies that will enable students to improve their English reading proficiency.
In my research on the effectiveness of reading aloud strategies for enhancing reading comprehension among college students, I draw from my personal teaching experiences I believe that when teachers facilitate interactive read-aloud sessions, students significantly benefit from the learning process My concern for this topic stems from witnessing the positive outcomes of such strategies in my school Through my educational journey, I have observed numerous classrooms where teachers implement interactive reading aloud techniques, which include reading aloud, questioning, translating, predicting, and engaging in discussions These practices, especially during daily "circle time," have shown to be effective in improving students' reading skills and comprehension.
Through the time, he is able to motivate students in the reading by asking and answering questions, translating into Vietnamese, and making predictions
Research by Morrison and Wlodarczyk (2009) indicates that utilizing reading aloud strategies significantly enhances students' reading comprehension while fostering their listening and speaking skills, ultimately improving language proficiency However, McGee and Schickendanz (2007) emphasize that the most impactful reading aloud techniques engage English learners actively, encouraging them to ask questions, provide answers, and make predictions instead of merely listening passively In light of this, I aim to investigate the effectiveness of reading aloud strategies in enhancing reading comprehension among English educational teaching diploma students at Binh Phuoc Teacher’s Training College, while also inspiring their motivation to read both effectively and fluently.
Aims of the study
This study aims to explore the effectiveness of reading aloud strategies in enhancing college students' reading comprehension in English By investigating the impact of these strategies, the research seeks to identify how reading aloud can improve students' understanding and retention of English texts.
Research questions
The researcher, currently an English lecturer at Binh Phuoc Teacher’s Training College, has observed that reading lesson interactions are often dull and limited, resulting in student disengagement With 20 years of teaching experience, it is evident that students tend to remain silent during activities, leading to a lack of participation Consequently, English teachers are prompted to explore solutions to enhance classroom engagement and address these issues effectively.
1 Will college students improve their reading comprehension by using reading aloud strategies?
2 What obstacles may students encounter when using reading aloud strategies?
Scope of the study
Research demonstrates that reading aloud strategies can significantly enhance students' reading comprehension; however, there are notable limitations in the existing studies While numerous investigations highlight the benefits of these strategies on various aspects of reading performance, there is a lack of research focused on specific implementation techniques used by teachers Additionally, many studies emphasize students' questions during the reading process but fail to provide clear guidance on effectively conducting reading aloud sessions, including aspects such as timing, sequencing, and pacing.
The study faced a limitation due to the small sample size, consisting of only 45 English major students from two classes at Binh Phuoc Teacher’s Training College A larger respondent pool would enhance the significance of the results and offer a broader variety for data collection.
One significant limitation of this project was participant attendance, as several students missed classes during the survey period due to final second term examinations This absence adversely affected the students' overall achievement.
This study investigates the effectiveness of reading aloud strategies in enhancing reading comprehension among English major students at Binh Phuoc Teacher’s Training College It highlights the significance of reading aloud as a foundational technique in language learning and its crucial role in reading classes The research aims to provide evidence to educators regarding the positive impact of these strategies on student understanding and achievement Ultimately, the objective is to assess the implementation of reading aloud strategies and their effectiveness in fostering improved reading comprehension outcomes.
The thesis is structured as follows:
Chapter 1 problematizes the object of the study To do this, it deals with the six parts of introduction, rationale, aims of the study, research questions, scope of the study focus and design of the study
Chapter 2 contains the literature review, with a discussion of the definition, the importance of reading and the benefits of the reading strategies used in this research. This chapter also reviews some previous research studies on using reading strategies on reading comprehension.
Chapter 3 deals with research design and methodology employed to carry out the research It describes four main issues regarding the research site, participants, data types and methods of data collection, and analytical framework
Chapter 4 analyses and discusses the findings grounded in the data analyzed in the previous chapter.
Chapter 5 will be summarized the main points and contents of the study based on the results of the study The implication of the study and the recommendation for further research will be presented.
Thesis design
This chapter explores various theories that elucidate the effectiveness of reading aloud strategies in enhancing reading comprehension The subsequent literature review will establish a solid foundation for my research study.
Reading is a multifaceted skill that involves the rapid recognition of printed words, comprehension of their meanings, and the ability to construct a coherent mental representation of the text To read effectively, individuals must draw inferences and make connections both within the text and with external knowledge, enabling them to derive meaningful insights from what they read.
Reading is a fundamental educational skill that significantly impacts all academic disciplines Research has shown that reading proficiency is closely connected to essential skills such as problem-solving, critical thinking, writing, research, idea organization, reasoning, and creativity.
Holte (1998) emphasizes that reading is a crucial tool for language acquisition, making it vital for learners to prioritize reading skills when studying foreign languages Additionally, reading provides insights into cultural heritage, enriching the learning experience Recognizing the significance of reading for students learning English, I will focus on enhancing reading comprehension through reading aloud strategies, which aim to boost students' reading abilities and foster a greater enthusiasm for reading.
Up to now, numerous researchers have believed that reading speed is being simultaneously raised with accuracy and fluency, and as readers learn by
LITERATURE REVIEW
The definition of reading
Reading is a multifaceted process that involves several key components, requiring readers to swiftly and accurately identify words, comprehend their meanings, and construct a cohesive understanding of the text To read effectively, one must draw inferences and make connections both within the text and with external knowledge, enabling a deeper interpretation of the material (Snow, 2002).
Reading is a fundamental educational skill that significantly impacts all academic fields, as highlighted by Roberts & Wanzek (2012) and Chapman & Tunmer (2003) Research indicates that proficient reading abilities are closely connected to essential skills such as problem solving, critical thinking, writing, researching, organizing ideas, reasoning, and creativity (Strong et al., 2002).
The importance of reading
Holte (1998) emphasizes that reading is a crucial skill for learning any language, making it essential for learners to prioritize reading when studying foreign languages Additionally, reading provides valuable insights into the culture and heritage of the language being learned Recognizing the significance of reading for students, particularly those learning English, I will focus on enhancing reading comprehension through reading aloud strategies to foster students' reading abilities and boost their enthusiasm for reading.
Numerous researchers assert that reading speed increases alongside accuracy and fluency, with practice significantly enhancing these skills through various reading strategies As students recognize more sight words, their reading fluency improves, making the reading process easier Consequently, reading is a complex skill essential for mastering a language, highlighting its importance as a fundamental language skill.
Students who dedicate time to reading tend to excel academically, achieving higher grades and improving their reading proficiency According to Benton and Fox (1995), stories not only educate emotions but also foster a deeper understanding of human behavior Furthermore, reading enhances spelling skills as students learn to sound out letters and words, making spelling easier Additionally, exposure to diverse vocabulary and language patterns through reading enriches students' understanding of text structures during independent reading (Foster, 2008).
Reading Strategies
Reading aloud strategies are essential for literacy development in foreign language learning, serving as a crucial activity for reading success (Jacobs, Morrison, & Swinyard, 2000) This practice has been recommended for years, emphasizing the importance of reading aloud both at home and in the classroom Children are often motivated to engage with books when parents read to them, and this reinforcement continues as they enter school, where teachers collaborate with parents to promote consistent reading aloud practices Through reading aloud, children learn to respond to questions, familiarize themselves with new vocabulary, and utilize comprehension strategies, enhancing their understanding of texts While there has been some debate regarding the appropriateness of reading aloud to beginner readers, research indicates that it significantly benefits language development and fosters a love for reading Ultimately, reading aloud not only aids in developing fluent reading comprehension but also enhances children's ability to understand the material they encounter.
Harvey and Goudvis (2005) emphasize the importance of read-aloud sessions in classrooms, despite time constraints, as they help build a foundational knowledge for students with diverse backgrounds Reading aloud strategies offer teachers a vital opportunity to guide students lacking background knowledge, facilitating a deeper understanding of complex subjects Additionally, follow-up conversations after reading aloud enhance students' critical thinking skills and allow them to apply concepts effectively during discussions with peers and teachers (Dorn & Soffos, 2005).
To foster thoughtful literacy in foreign language learners, it is essential to provide ample opportunities for students to articulate their understanding and practice reading comprehension strategies with teacher support (Allington, 2001) Additionally, reading aloud strategies can effectively engage beginning-level learners, creating a safe environment that encourages them to explore and appreciate the concepts presented (Harvey, 1998).
Routman (2003), a renowned expert in teacher literacy, emphasizes that reading aloud is a vital strategy in the learning process and remains one of the most significant activities a teacher can engage in during the school day This approach not only motivates students to appreciate the rich language found in stories and texts beyond their reading level but also aids in their acquisition of new vocabulary, practical grammar, and essential information, enhancing their understanding of how stories and written language function.
2.3.2 Reading Aloud Strategies and Literacy Skill
Wasik and Bond (2001) conducted a study on the impact of interactive book reading on the language and literacy development of foreign language learners Their findings revealed that English teachers who participated in the intervention received professional development focused on various reading techniques, including reading aloud strategies and extension activities The study concluded that these interactive reading aloud strategies positively influence language proficiency and literacy development among EFL learners when employed as instructional strategies for teaching English reading skills.
Reading aloud strategies significantly enhance vocabulary knowledge among EFL learners A study by Senechal, Thomas, and Monker (1995) demonstrated that beginner learners who actively engaged in reading aloud—by asking questions and interacting with illustrations—acquired more vocabulary than those who merely listened passively This research underscores the importance of active participation during reading sessions as an effective method for improving vocabulary acquisition.
The perception of EFL learners towards reading comprehension is significantly influenced by reading aloud strategies in language education A qualitative study by Barnyak (2011) explored the interactions between learners and their parents during reading sessions, highlighting parents' literacy beliefs Key findings revealed three main themes: the integration of reading into family life, the impact of parents' positive attitudes toward reading, and the enhancement of reading experiences through storybook extensions The study concluded that parents who actively engage in reading with their children foster a positive attitude towards sharing storybooks, which in turn encourages children to develop a similar enthusiasm for reading.
Coyne et al (2009) investigated the impact of different direct vocabulary instruction methods for young students through reading aloud strategies They designed three intervention types: extended instruction with three target words, embedded instruction with three words, and incidental exposure to three words, each consisting of two nouns and one adjective Participants were randomly assigned to one of these interventions and listened to three readings of a text that included all target vocabulary The intervention was conducted in small groups, with data collected via pretests, post-tests, and a delayed post-test eight weeks later The results revealed significant improvements in post-test scores for vocabulary taught through extended and embedded instruction compared to those receiving incidental exposure, highlighting the effectiveness of interactive read-aloud strategies.
Leung (2008) investigated vocabulary acquisition through read-aloud strategies, revealing that learners significantly improved their knowledge of scientific terms through repeated interactive reading sessions The study found that EFL learners engaged in social interactive reading aloud exhibited notable increases in expressive vocabulary and demonstrated a better understanding of target vocabulary during retellings However, a key limitation of the research was the absence of a control group, which may impact the validity of the findings.
Sipe (2000) examined the interactions between teachers and students while implementing reading aloud strategies, highlighting how EFL learners construct literacy understanding through their oral responses during the reading of academic texts The study involved a group of participants, revealing insights into the effectiveness of these strategies in enhancing literacy skills.
Eighteen first-year students and nine second-year students participated in a study at a public community college in a working-class area of the United States The research identified five key components of learners' dialogue related to literacy comprehension: analytical talk, inter-textual talk, personal talk, transparent talk, and formative talk Findings revealed that students' reading competence, particularly in reading comprehension, improved during story engagement It was emphasized that encouraging students to listen to the entire story before initiating discussions can lead to less interaction and lower levels of literary understanding, compared to employing ongoing interactive reading strategies.
2.3.3 Reading Aloud with All Students
Gort, Pontier, and Sembiante (2012) conducted a study to assess the effectiveness of read-aloud activities, involving four teachers and students from two community college classrooms Data was gathered through digital video recordings of 13 daily 15-minute reading sessions, with five conducted in English and eight in Spanish Using qualitative analysis and the constant-comparative method, the researchers coded the transcripts to evaluate the functions of questions posed during these sessions The findings revealed that the types of questions varied in cognitive challenge and were more prevalent in specific language contexts Additionally, the study highlighted that reading aloud strategies facilitated diverse interactions, enabling teachers to pose a wide range of questions with various functions.
Previous to the Gort, Pontier, and Sembiante (2012) study, Ulanoff and Pucci
A study conducted in 1999 examined the impact of bilingual methodologies—concurrent translation and preview-review—on second language vocabulary improvement among 60 English Language Learners at a community college in the USA The participants, all Spanish speakers, were divided into three groups: a control group, a concurrent translation group, and a preview-review group Each group underwent a pretest assessing their knowledge of 20 vocabulary words from a specific text, followed by a post-test immediately after and again one week later Findings revealed that while the control group made larger immediate gains than the concurrent group, the concurrent group outperformed the control group on the delayed post-test Notably, the preview-review group demonstrated significant improvements over both the control and concurrent groups, indicating that effective instruction that enhances background knowledge and includes scaffolding activities during read-aloud sessions can lead to better vocabulary acquisition.
Specifically looking at reading comprehension development for diverse learners, Silverman (2007) investigates the effectiveness of vocabulary intervention through reading aloud storybook Participants of this study were 44 English-only and
A study involving 28 English Language Learners across five northeastern schools revealed that both English-only students and English Language Learners significantly improved their knowledge of target vocabulary Notably, English Language Learners demonstrated a faster rate of vocabulary acquisition compared to their English-only peers These results highlight the effectiveness of appropriate instructional methods in enabling English Language Learners to rapidly acquire vocabulary, potentially surpassing the learning pace of their English-only counterparts.
Echevarria (1995) investigates the impact of an interactive approach, specifically instructional conversations, on the language and concept development of students with disabilities The findings reveal that this method leads to enhanced discourse levels and increased participation among these students.
Reading Aloud Components
This section examines read aloud instructional strategies and their various components and techniques Wiseman (2010) highlighted approaches that enhance interaction between teachers and students during shared reading experiences The study revealed that interactive reading aloud strategies create valuable learning opportunities that motivate readers by encouraging open-ended responses alongside targeted reading instruction Involving 21 students from an urban classroom in a northeastern metropolitan area, the results emphasize the significance of engaging readers actively in the curriculum, allowing them to connect their own understanding of reading and literacy.
Corcoran and Mamalakis (2009) explored the reading attitudes of 26 fifth-grade students from two single-gender classrooms, chosen for their teacher's strong reputation, despite it being her first year in this teaching format The study utilized independently completed surveys with 12 forced-choice questions to gauge student perceptions Results revealed that while 88% of participants reported their teacher read aloud a few times a week, they expressed a strong preference for daily read-aloud sessions This highlights that even fifth graders have a desire for more frequent teacher-led reading activities.
A study by Pentimonti, Zucker, Justice, and Kaderavek (2010) examined the types of texts used in reading aloud sessions in classrooms, focusing on their alignment with informational expository texts and state standards The research involved female teachers who documented the texts used during whole-class reading sessions through written logs Findings revealed that a significant majority of the texts (82%) were narrative, while only 4% were categorized as informational, indicating a lack of progress in incorporating more informational texts since a similar study in 2000 Furthermore, the analysis showed that while some categories of informational texts aligned with state standards, other essential content areas were rarely addressed through the reading aloud strategy.
Pentimonti, Zucker, and Justice (2011) examined the reading aloud strategy in classrooms, focusing on the types of texts presented to learners The study involved 13 female teachers working with disadvantaged students from low-income backgrounds over a 30-week period Each week, teachers received a new trade book across various genres and maintained a log documenting their read-aloud sessions This log recorded the number of additional books read beyond assigned texts and their titles Analysis of the data revealed that narrative texts dominated the read-aloud sessions, accounting for 85% of the readings, while mixed genres comprised 8.5%, and informational texts represented 5.4%.
2.5 Effectiveness of the reading aloud strategies
According to Franmcveigh (2013), comprehension is a key literacy skill that educators can enhance through daily teaching practices, particularly by employing reading aloud techniques in foreign language instruction These strategies significantly benefit literacy development, improving both vocabulary and reading comprehension among English learners By integrating oral reading of texts related to specific study topics, teachers can motivate students, enhance their comprehension skills, and promote critical thinking Overall, reading aloud is essential for students as it helps them develop foundational skills and acquire new vocabulary.
Research spanning over seventy-five years highlights the critical role of reading aloud in enhancing reading comprehension, particularly in foreign language education (Al-Mansour & Al-Shorman, 2011) Regular reading aloud practices have been linked to improved performance in reading comprehension, decoding skills, and vocabulary development (McCormick, 1977) Studies by Bolos (2012) and Gold and Gibson (2001) emphasize that reading aloud is fundamental to literacy development, as it helps students connect printed words with their meanings, making complex ideas more accessible Trelease (1994) found that consistent use of reading aloud in classrooms significantly boosts students' reading comprehension and fosters engaging discussions about the material Overall, reading aloud is a powerful tool that enhances students' reading abilities and motivates their learning.
2.6 Encouraging students to read aloud
Research by McNamara (2007) indicates that reading aloud strategies significantly boost students' desire to read To enhance students' reading abilities and skills, educators should implement these strategies effectively Williamson (1988) also highlights the importance of teachers reading aloud to improve students' reading comprehension This practice allows learners to develop a deeper understanding of the language and its grammatical structure By engaging students through read-aloud sessions, teachers can motivate them, improve their reading skills, and foster a greater interest in reading.
Research by Beck & McKeown (2001), Bolos (2012), and Wiseman (2011) highlights the significance of reading aloud in enhancing background knowledge and reading comprehension skills Encouraging students to read aloud provides them with valuable time and opportunities to learn new vocabulary, understand story structures, and cultivate a reading habit This practice also allows students to connect the stories read by teachers to their personal experiences, fostering a greater interest in books and a desire to become proficient readers Furthermore, studies indicate that when teachers implement reading aloud strategies, they effectively motivate students to read independently, thereby improving their comprehension and overall literacy levels (Al-Mansour and Al-Shorman, 2011).
2.7 Guidelines of reading aloud strategies
In the study of Kailani (1998), there are some important steps that may help readers understand more about reading aloud, specifically:
1 The teacher should choose a story or a book that will be interesting to the students.
2 The teacher should pre-read the story/book and highlight the words that are key to understanding the story/book.
3 The teacher should relate the story/book to the students’ previous knowledge by asking them some questions pertaining to the story/book.
4 The reader should read the story/book once without interruption.
5 The teacher should read the text more than once because reading the same text several times will help the students comprehend.
6 After the first uninterrupted reading, the reader can interrupt the rereading to get an explanation of the words.
7 The reader should ask some questions to assess the students’ comprehension, while the reader is rereading the story/book.
8 At the end of the class, the reader will ask the students to do reflective discussions about the story/book.
9 The reader will assess the students’ understanding of the new words by asking them some questions about the meaning of the new words
These guidelines are particularly useful for English major students at Binh Phuoc Teacher’s Training College, as they enhance text comprehension and foster meaningful discussions Research by Morrow, Rand, and Smith (1995) highlights the connection between reading aloud and student characteristics during text engagement The following section will delve into how respondents utilize these strategies, their individual characteristics, and their understanding of expectations to improve reading comprehension.
Reading comprehension is the ability to understand and retain information from texts, requiring the use of prior knowledge, predictions, and the extraction of key details (Spooner, Gathercole, & Baddeley, 2006) To enhance comprehension, pairing novels with films can help students grasp challenging materials more effectively (Bolos, 2012) However, many readers struggle with this complex process, often needing support to navigate difficult texts Teachers can aid comprehension by linking new concepts to previously learned ideas and clarifying challenging content (Holte, 1998) By engaging with complex texts, students can develop essential comprehension skills for future reading endeavors.
Educational research highlights the crucial role of reading in enhancing the overall educational experience Studies focusing on elementary school students indicate that those who engage in daily reading activities tend to achieve higher academic performance compared to their peers who do not have the same opportunity.
Research indicates that students with strong reading and comprehension skills tend to outperform their less proficient peers within the same educational environment (Jubani et al., 2012) Numerous studies have emphasized the importance of reading comprehension in academic success.
Research by Buyuktasapu (2012) and Bolos (2012) indicates that individuals who read stories about young people demonstrate enhanced comprehension skills and improved reading and writing abilities According to Spooner et al (2006), the primary objective of reading comprehension is to grasp the information within texts However, many students struggle with reading comprehension, which can sometimes be attributed to deficiencies in their decoding skills (Spooner et al., 2006).
To comprehend the reasons behind students' reluctance to read, it is essential to identify the various factors influencing their reading habits Children face numerous distractions in their lives, with some being so appealing that they overshadow the importance of reading Educators, teachers, and parents must consider these factors to effectively encourage reading among students.
Teachers should consider individual reading skills and challenges when employing various teaching strategies, as many students struggle with the cognitive demands of reading comprehension, especially with longer or more complex texts Even fluent readers often find it difficult to read for understanding, highlighting the need for tailored approaches in education.
Therefore, teachers should develop each student’s reading comprehension skills with differentiated instruction for each individual student Walczyk and Griffith-Ross
Encouraging Students to Read Aloud
Research by McNamara (2007) indicates that reading aloud strategies significantly boost students' desire to read To enhance reading abilities and skills, it is essential for teachers to implement these strategies Williamson (1988) further supports this by highlighting the importance of teachers reading aloud to improve students' reading comprehension When teachers read to their students, it fosters a deeper understanding of language and grammar Therefore, by reading aloud, teachers can motivate their students, improve their reading skills, and increase their interest in reading.
Reading aloud is crucial for building background knowledge and enhancing reading comprehension skills (Beck & McKeown, 2001; Bolos, 2012; Wiseman, 2011) Encouraging students to read aloud to one another provides them with valuable time and opportunities to learn new vocabulary, understand story structures, and cultivate a reading habit This practice allows students to connect the stories read by their teachers to their personal experiences, fostering a greater interest in books and a desire to become proficient readers Research indicates that when teachers implement reading aloud strategies, they effectively motivate students to read independently, leading to improved comprehension and increased literacy levels (Al-Mansour and Al-Shorman, 2011).
Guidelines of Reading Aloud Strategies
In the study of Kailani (1998), there are some important steps that may help readers understand more about reading aloud, specifically:
1 The teacher should choose a story or a book that will be interesting to the students.
2 The teacher should pre-read the story/book and highlight the words that are key to understanding the story/book.
3 The teacher should relate the story/book to the students’ previous knowledge by asking them some questions pertaining to the story/book.
4 The reader should read the story/book once without interruption.
5 The teacher should read the text more than once because reading the same text several times will help the students comprehend.
6 After the first uninterrupted reading, the reader can interrupt the rereading to get an explanation of the words.
7 The reader should ask some questions to assess the students’ comprehension, while the reader is rereading the story/book.
8 At the end of the class, the reader will ask the students to do reflective discussions about the story/book.
9 The reader will assess the students’ understanding of the new words by asking them some questions about the meaning of the new words
These guidelines are particularly advantageous for English major students at Binh Phuoc Teacher’s Training College, as they foster a deeper understanding of texts and facilitate meaningful discussions Research by Morrow, Rand, and Smith (1995) indicates a strong connection between reading aloud and student characteristics during text engagement The following section will delve into how respondents utilize these strategies, their characteristics, and their understanding of expectations to improve reading comprehension.
Reading Comprehension
Reading comprehension is the ability to understand text, which involves utilizing prior knowledge, making predictions, and extracting valuable information (Spooner, Gathercole, & Baddeley, 2006) It is essential for learning and remembering content, and can be enhanced by pairing novels with films to facilitate understanding of difficult texts (Bolos, 2012) Comprehension monitoring, question generation, and summarization are effective strategies for improving reading skills However, many readers struggle with comprehending passages quickly, necessitating support from teachers who can connect new texts to previously learned concepts (Dewitz & Dewitz, 2003; Holte, 1998) By challenging students with complex texts, educators can help them develop essential comprehension skills for future reading.
Educational research highlights the crucial role of reading in enhancing the overall educational experience Studies focused on elementary school students indicate that those who read daily tend to achieve higher academic performance compared to their peers who do not have regular reading opportunities.
Research indicates that students with strong reading and comprehension skills tend to outperform their less proficient peers within the same educational environment (Jubani et al., 2012) Numerous studies have emphasized the importance of reading comprehension abilities in academic success.
Research by Buyuktasapu (2012) and Bolos (2012) indicates that reading stories about young people enhances comprehension skills, leading to improved reading and writing abilities Spooner et al (2006) emphasize that the primary aim of reading comprehension is to grasp the information within texts Unfortunately, many students struggle with reading comprehension, often due to deficiencies in their decoding skills (Spooner et al., 2006).
Factors impacting Reading
To grasp the reasons behind students' declining reading habits, it is essential to identify the various factors affecting their engagement Children face numerous distractions in their lives, with some being so captivating that they overshadow the importance of reading Educators, teachers, and parents must consider these influences to effectively support and encourage reading among students.
Teachers must recognize the diverse reading skills and challenges faced by individual students, as highlighted by Bolos (2012) Many learners struggle with the cognitive demands of reading comprehension, especially as texts become longer and more complex Furthermore, even fluent readers often find it difficult to read for understanding.
Therefore, teachers should develop each student’s reading comprehension skills with differentiated instruction for each individual student Walczyk and Griffith-Ross
According to research from 2007, readers should concentrate on recognizing words while gradually shifting their focus to comprehension This ongoing practice fosters automatic word recognition, enabling readers to devote more attention to understanding the text Numerous studies indicate that reading aloud significantly enhances comprehension skills.
Bolos (2012) highlights both the benefits and challenges students encounter during reading, emphasizing the importance of teachers in fostering interest and awareness of these advantages One key benefit is that students can save and store vocabulary for future use, enhancing their learning Additionally, making connections between words and images can significantly improve students' memory and understanding However, some students may struggle with reading comprehension, as they can read the text but fail to grasp its content fully Teachers can identify these challenges through regular comprehension checks.
Reading preference and Quality of Reading
Reading preferences can vary between girls and boys, making it essential for teachers and parents to recognize these differences Research by Sturm (2003) indicates that both genders share numerous common interests in reading topics, with girls often favoring cooking books and boys leaning towards sports literature Despite these tendencies, the overall similarities in their interests outweigh the differences, leading Sturm (2003) to conclude that the children studied exhibited minimal gender differences in their reading preferences.
Many readers cherish the books they enjoyed during childhood, highlighting the importance of helping students discover their favorite reads to foster a love for literature Research indicates that assigned school readings can diminish students' enthusiasm for reading, underscoring the need for teachers and librarians to identify texts that resonate with students (Holte, 1998).
Research indicates that a significant number of children dislike reading assignments in English classes (McNamara, 2007) Consequently, educators are advised to implement reading aloud strategies, as these methods can enhance student motivation and improve reading comprehension skills (Bolos, 2012; Serafini &).
Researchers emphasize the significance of high-quality reading materials, asserting that educators should prioritize quality literature to enhance students' reading comprehension skills (Giorgis, 2003; Wiseman, 2011).
The impact of the media
Many children struggle with reading due to distractions from electronic media, such as excessive television and video game use (Akanda, Hoq, & Hasan, 2013) This reliance on screens can hinder their ability to dedicate time to reading, ultimately affecting their academic performance Research by Jordan et al (2006) indicates that television diminishes interest in reading, while the American Academy of Pediatrics (2011) highlights that students from media-heavy households tend to read less and develop poorer reading skills In contrast, those in environments with limited media exposure typically exhibit stronger reading abilities.
Strategies of Reading comprehension
Numerous studies have highlighted effective strategies for enhancing reading comprehension (Wiseman, 2011) Educators argue that traditional reading instruction often falls short in addressing the diverse needs of today’s students Contrary to the belief that mastering reading in elementary school ensures future comprehension, it is essential to continuously practice and reinforce reading strategies throughout a student's academic journey.
Bolos (2012) highlights essential strategies for mastering reading skills, emphasizing the importance of comprehension techniques such as making connections, asking questions, and recognizing key concepts These strategies are particularly beneficial for struggling readers, enabling them to better understand the texts they encounter Additionally, Walczyk and Griffith-Ross (2007) discuss the development of proficient readers through effective reading strategies aimed at improving comprehension They note that all readers face challenges, often stemming from confusion over word meanings, phrases, or text structure To mitigate these comprehension issues, Walczyk and Griffith-Ross (2007) recommend several alternative strategies.
Read slowly: Readers need to read slowly based on the difficulty of the text Reading slowly can help prevent potential confusion and then improve their reading comprehension.
Pause: Pauses should be short to increase reading comprehension
Look again: Looking back occurs when readers take a quick overview and read the previous text again to reinforce reading comprehension.
Repeat text: Repeat reading is due to poor reading skills, often used when confusion and increased focus on comprehension is primary.
This strategy often occurs automatically with difficult texts or in noisy environments. Also, reading aloud may help students to focus their attention when challenged or bored (Walczyk, & Griffith-Ross, 2007).
To enhance reading comprehension among students, teachers can implement effective strategies and approaches One of the most prevalent methods is reading aloud, which significantly aids in developing students' reading skills By utilizing these targeted techniques, educators can foster growth in their students' reading abilities.
This chapter outlines the study's design and methodology, detailing the research design, subject selection, sampling process, research instruments, procedural steps, and statistical analysis methods employed in the study.
Research Design
This study employed a qualitative method to explore the effectiveness of reading aloud strategies in enhancing reading comprehension among English students at Binh Phuoc Teacher’s Training College The research aimed to identify the most suitable strategies for second-year English students, utilizing an experimental group to examine the cause-and-effect relationship as outlined by Fraenkel & Wallen (2000).
The study investigated the effectiveness of reading aloud strategies in teaching English at Binh Phuoc Teacher’s Training College through pre-test and post-test assessments The goal was to enhance students' reading comprehension and foster positive learning outcomes Results indicated that these strategies significantly improved students' reading skills and heightened their interest in learning English.
The researcher investigated the reading performance levels of students utilizing reading aloud strategies in an experimental group compared to those in a traditional control group The study aimed to identify significant differences in reading comprehension abilities between the two groups and to explore the relationship in reading skills performance from pre-test to post-test assessments in both groups.
Descriptive method involved collection of data in order to test hypothesis or answer questions concerning the status of the subject of the study.
Sampling Technique
Read slowly: Readers need to read slowly based on the difficulty of the text Reading slowly can help prevent potential confusion and then improve their reading comprehension.
Pause: Pauses should be short to increase reading comprehension
Look again: Looking back occurs when readers take a quick overview and read the previous text again to reinforce reading comprehension.
Repeat text: Repeat reading is due to poor reading skills, often used when confusion and increased focus on comprehension is primary.
This strategy often occurs automatically with difficult texts or in noisy environments. Also, reading aloud may help students to focus their attention when challenged or bored (Walczyk, & Griffith-Ross, 2007).
To enhance reading comprehension among students, educators can implement effective strategies and approaches One of the most prevalent methods is reading aloud, which significantly aids in developing students' reading skills By employing these techniques, teachers can foster growth in their students' reading abilities.
This chapter outlines the study's design and methodology, detailing the research design, subject selection and sampling process, research instruments, procedural steps, and the statistical treatments that will be applied throughout the research.
This study employed a qualitative method to explore the impact of reading aloud strategies on enhancing reading comprehension among English students at Binh Phuoc Teacher’s Training College It aimed to identify effective strategies tailored for second-year English students The research utilized an experimental group to investigate the cause-and-effect relationship, as outlined by Fraenkel & Wallen (2000).
The study investigated the effectiveness of reading aloud strategies in teaching English at Binh Phuoc Teacher’s Training College, utilizing pre-test and post-test assessments The goal was to enhance students' reading comprehension and foster positive learning outcomes Results indicated that these strategies significantly improved students' reading skills, ultimately increasing their interest in learning English.
The study aimed to assess the reading performance of students utilizing reading aloud strategies in an experimental group compared to a traditional control group It evaluated the significant differences in reading comprehension abilities between the two groups, as well as the relationship in reading skills performance from pre-test to post-test for both groups.
Descriptive method involved collection of data in order to test hypothesis or answer questions concerning the status of the subject of the study.
The study involved 45 English major students from the Faculty of Foreign Languages at Binh Phuoc Teacher’s Training College, comprising 30 females and 15 males from two classes of the 2016-2017 academic year.
The study focused on English major students at Binh Phuoc Teacher’s Training College, where English is a compulsory subject Participants included thirty female and fifteen male students, all aged 19 and older, enrolled in the second semester of Reading 3 from the Faculty of Foreign Languages With 7 to 9 years of English learning experience, the students displayed varying levels of proficiency, with some excelling while others struggled.
When studying a population is not feasible, researchers often utilize random sampling techniques to select a smaller sample In this study, a total of forty-five respondents were chosen to participate.
Research Instrument
The study utilized a survey questionnaire-checklist as its primary instrument, employing a quantitative method for data collection Data were gathered from forty-five English major students at Binh Phuoc Teacher’s Training College and analyzed using SPSS software.
The researcher prepared a performance evaluation system The researcher utilized a questionnaire and specific lessons with language exercises in reading aloud strategies as the main device for gathering the data.
To enhance comprehension among respondents, the questions were presented in Vietnamese Participants evaluated their answers using a five-point rating scale.
Scale Numerical Value Descriptive Value
The average score that the teachers gave to the students after using some reading lessons was based on a five point rating scale as follows:
The construction of the questionnaire involved a thorough review of literature, including books, publications, and reputable internet sources authored by professionals in the field An initial draft was created and submitted to the advisory panel for feedback Validation was conducted to ensure the items' representativeness aligned with existing research in the same area Additionally, input from the adviser was sought to enhance the content of the questionnaire.
The final form of the questionnaire was reproduced and administered to respective respondents.
Data Gathering Instrument
The survey questionnaire is a valuable tool for data collection in social sciences, particularly in TESOL In this study, it served as the primary instrument for gathering data on the use of reading aloud strategies to enhance reading comprehension among English educational teaching diploma students at Binh Phuoc Teacher’s Training College.
A total of 45 English major students participated in a questionnaire consisting of 15 questions written in English The questionnaire was structured into three main sections, following the guidelines outlined in "Questionnaire Design" by Eric Potter and Peter Spratt (1995).
Part 1 (5 questions) was about students’ perception on their reading skills
Part 2 (5 questions) was about students’ preference of reading.
Part 3 (5 questions) was about students’ understanding in English reading comprehension by using reading aloud strategies.
The questionnaire consists of two primary sections: the first gathers personal information from students, including their gender, age, and year of English study The second section features fifteen questions aimed at exploring students' perceptions, understandings, and opinions regarding reading comprehension, specifically in relation to reading aloud strategies in their English studies.
Research Procedure
Data collection for this study took place over a two-week period during the second semester of the 2016-2017 academic year The survey was administered to forty-five English major students, utilizing fifteen questionnaires from the Faculty of Foreign Languages at Binh Phuoc Teacher’s Training College.
In November 2016, the researcher presented a study proposal at Vinh University, focusing on reading aloud strategies After preparing a questionnaire and obtaining content validation from English language teaching advisors, the researcher sought approval from the college president to collect data at Binh Phuoc Teacher’s Training College Upon receiving the necessary permissions, forty-five English major students from the Faculty of Foreign Languages were selected and briefed on the study's objectives and procedures The students were given fifteen minutes to complete the English-only questionnaires, during which the teacher clarified any questions to ensure understanding of the study's purpose and importance.
The respondents received guidance on completing the questionnaire, after which the data was collected, subjected to statistical analysis, and will be discussed in the following chapter.