INTRODUCTION
Significance of the study
This chapter aims to explore the theoretical foundations pertinent to the thesis, concentrating on three key areas: the nature of reading comprehension, the various types of reading, and effective reading strategies.
2.1 The nature of reading comprehension
Reading is a multifaceted activity that encompasses both physical and mental processes As Burhan (2012: 9) explains, reading involves the physical act of using our eyes to recognize letters, while simultaneously engaging our mental faculties, such as perception and memory, to understand the meaning of written texts Ultimately, the primary objective of reading is to comprehend these texts effectively.
According to Cline et al (2006), reading involves both decoding and understanding written texts Decoding entails translating writing symbols, including Braille, into spoken words, while understanding is influenced by the reader's purpose, context, text nature, and their strategies and knowledge.
2) in their second definition states that reading is the process of deriving meaning from the text For the majority of readers, this process involves decoding written text Some individuals require adaptation such as Braille or authorization to support the decoding process Understanding is determined by the purposes for reading, the context, the nature of the text, and the reader’s strategies and knowledge
Reading is the process of decoding and comprehending a writing system, transforming it into spoken words It involves analyzing the meaning and messages of the text while focusing on intonation, stress, and pronunciation.
Reading comprehension involves understanding the content and meaning of a text It serves various purposes, such as acquiring information, learning, or entertainment Although the definition may seem straightforward, teaching, learning, and practicing reading comprehension can be quite complex Ultimately, reading is an active and purposeful process.
By reading comprehension you have to decode and to comprehend language at the same time which is the most difficult and most important Reader need to
THEORECTICAL BACKGROUND
The nature of reading comprehension
Reading is a complex activity that encompasses both physical and mental processes According to Burhan (2012: 9), it involves revealing the meaning of written texts through the recognition of letters, which engages our eyes as a physical activity Simultaneously, it requires cognitive functions such as perception and memory, highlighting its mental aspect Ultimately, the primary objective of reading is to comprehend the content of written materials.
According to Cline et al (2006), reading involves both decoding and comprehending written texts Decoding entails converting written symbols, including Braille, into spoken words Comprehension is influenced by the reader's objectives, the context, the characteristics of the text, and the reader's strategies and prior knowledge.
2) in their second definition states that reading is the process of deriving meaning from the text For the majority of readers, this process involves decoding written text Some individuals require adaptation such as Braille or authorization to support the decoding process Understanding is determined by the purposes for reading, the context, the nature of the text, and the reader’s strategies and knowledge
Reading is the process of decoding and comprehending a writing system into its corresponding spoken words, while simultaneously analyzing the meaning and messages of the text This involves paying close attention to intonation, stress, and pronunciation.
Reading comprehension involves understanding the meaning of written content and the construction of text It serves various purposes, including acquiring information, learning, and entertainment Although the definition may seem straightforward, teaching, learning, and practicing reading comprehension is complex Ultimately, reading is an active and purposeful process.
Reading comprehension involves both decoding and understanding language, making it a challenging yet essential skill Readers must grasp the material, retain the information, and apply their understanding effectively It serves as a fundamental component of the ACT reading section.
Reading comprehension is a crucial skill that involves understanding the material read, with vocabulary knowledge playing a key role in this process For effective comprehension, readers must be familiar with the words in the text; otherwise, the content loses its significance Since children's vocabulary is often limited, it is essential for parents and teachers to introduce new words in various contexts Additionally, children must learn to connect words and derive their meanings, which contributes to overall text comprehension This process is more intricate than simply knowing vocabulary, as it requires the application of various strategies, such as monitoring understanding, generating questions, summarizing content, and recognizing the structure of the text to enhance comprehension.
Types of reading
There are three main types of reading: Skimming reading, which focuses on confirming expectations and is used for communicative tasks; General reading or scanning, aimed at extracting specific information and achieving a general understanding; and Close reading, which seeks complete understanding and detailed comprehension of information, function, and discourse.
Skimming is the most rudimentary type of reading Its object is to familiarize you as quickly as possible with the material to be read
Scanning is an essential reading skill that involves quickly searching for specific information within a text To effectively scan, begin at the top of the page and swiftly move your eyes downwards This technique is particularly useful when seeking answers to known questions.
Close reading is essential for literary studies, as it requires a deep engagement with the text This skill involves not only comprehending the literal meanings of words but also being attuned to the subtleties and connotations that skilled writers embed in their language By focusing intently on the printed page, readers can uncover deeper insights and appreciate the intricacies of literary works.
Reading strategies
Reading strategies encompass the deliberate actions that assist readers in converting text into meaningful understanding These strategies enhance decoding and comprehension skills, proving beneficial for all students, particularly beginning readers, struggling readers, and English Language Learners Over the past twenty years, substantial advancements have been made in identifying the most effective techniques for reading instruction.
Learning to read can be particularly difficult for students, especially when the process lacks clarity Without effective reading strategies, many struggle, resulting in a significant number falling behind as they fail to develop the necessary skills to read at grade level.
Language instructors often encounter frustration when students fail to apply reading strategies from their native language to the language they are learning Many students adopt a bottom-up approach, reading word by word and stopping to look up unfamiliar vocabulary, rather than utilizing top-down strategies that enhance comprehension A crucial role of the language instructor is to guide students in transitioning to these more effective strategies, enabling them to adapt their reading behaviors to various contexts and purposes By helping students develop a diverse set of reading strategies and encouraging them to match these strategies to specific reading situations, instructors can significantly improve their students' reading skills.
To enhance reading speed and comprehension, students can employ several effective strategies First, previewing involves reviewing titles, section headings, and photo captions to grasp the structure and content of the text Second, predicting allows readers to leverage their existing knowledge to anticipate content and vocabulary, while also considering the text type and author’s style Third, skimming and scanning help in quickly identifying the main idea and text structure, confirming or questioning predictions Fourth, guessing words from context enables readers to infer meanings of unfamiliar terms using clues from the surrounding text Lastly, paraphrasing involves restating key information at the end of a section to ensure understanding.
2.2.3 Basic skills for reading comprehension
Reading skills encompass the essential abilities that allow individuals to interpret written language meaningfully, facilitating independent reading with comprehension and fluency These skills enable readers to mentally engage with the text's message According to Munby (1978), various micro-skills contribute to effective reading comprehension, as outlined in Table 1.
Table 1: Some micro-skills for reading comprehension
Recognize grammatical word classes (nouns, verbs, etc.), systems (e.g., tense, agreement, and pluralization), patterns, rules, and elliptical forms
2 Recognize that a particular meaning may be expressed in different grammatical forms
3 Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses
4 Recognize the rhetorical forms of written discourse and their significance for interpretation
5 Recognize the communicative functions of written texts, according to form and purposes
6 Infer context that is not explicit by using background knowledge
Infer links and connections between ideas, supporting idea, new information, given information, generalization, and exemplification
8 Distinguish between literal and implied meanings
9 Detect culturally specific references and interpret them in a context of the appropriate cultural schemata
To enhance reading comprehension, it is essential to implement a variety of strategies, including scanning and skimming for key information, identifying discourse markers, inferring word meanings from context, and activating prior knowledge to better interpret texts.
11 Transcoding information to diagrammatic display
To effectively skim a text, maintain a steady eye movement without pausing or re-reading, and focus on groups of words rather than individual terms Set a time limit, allowing yourself one to two minutes for shorter readings and more for longer ones Finally, take notes on the main idea to reinforce your understanding.
3.First Sentence of each paragraph
4.Last sentence of each paragraph
To effectively identify the main idea of a passage, combine the main points from each paragraph when the overall message is unclear Ensure that your selected answer for the main idea question encompasses the entire passage rather than focusing on a single section Scanning the text can help confirm whether your chosen main idea is consistently addressed throughout the passage.
The wrong choices for main idea question may be one of the following:
1.True statements that focus on one paragraph or a detail: Too specific
2Statements that are too general and go beyond the passage: Too general
3Statements that are incorrect misinterpretations of the main idea:
Underline key words from questions
Search for key words in the text Move your eyes up down, left to right ( or vice versa) just to locate where the key words are
Use a pencil as a direction for your eyes Keep moving your pencil Don not stops until you find out the key words
If you realize that you’re reading a phrase or sentence, stop reading and move on searching Do not mind words you do not understand
The purpose of scanning is to locate quickly, a high rate of speed is essential
Read more careful once you find the key words
The answer to detail questions will follow the order of information presented in the passage
The correct answer to detail question are often a restatement of what is stated in the passage
Usually, the pronoun appears AFTER is referent Look at nouns that come before the highlighted pronoun
To effectively match a pronoun to its correct referent, first examine the form of the pronoun to determine whether it refers to a person, a thing, or an idea This approach simplifies the identification process and enhances clarity in communication.
Identify whether the pronoun is singular or plural
Your knowledge of the world
Summary
This chapter of the thesis explores the nature of reading and reading comprehension, providing definitions, types of reading skills, and strategies It begins by discussing the evolving perspectives on reading, as defined by experts, emphasizing the integration of various related factors Notably, reading strategies are highlighted for their significant impact on enhancing students' reading abilities Additionally, essential reading skills are thoroughly explained, offering valuable insights for learners to improve their reading comprehension, with different skills tailored to varying levels of difficulty.
In the next chapter, a detailed description of the experimental study will be given, beginning with the methodology of the research
METHOLOGY
Descriptions of the participants
The experiment involved 40 students from class 6 A at Phu Ninh Secondary School, evenly split between genders All participants were at a basic level of English and underwent a pre-test to assess their reading comprehension Traditionally, these students relied on dictionaries or word lists for reading assistance However, the study introduced various new reading strategies aimed at enhancing their reading skills.
The teacher of class 6A, a dedicated female educator in her 30s with 20 years of teaching experience, graduated from Hai Phong University Throughout the fourteen weeks in her class, she has provided invaluable support for my studies.
Grade 6 students are utilizing the Pearson textbook aligned with the National Curriculum Framework, which is divided into two parts The first part features two themes—Our Communities and Our Heritage—each comprising three units that include reviews and exercises The second part focuses on Our World and Vision, similarly organized into smaller units This textbook emphasizes the development of the four essential skills: reading, listening, writing, and speaking.
Data collection instruments
To address the first research question, students participated in two assessments: a pre-test and a post-test, which served as key data collection tools The pre-test, administered at the experiment's outset, established the students' initial reading comprehension levels After a fifteen-week period, the post-test was conducted to evaluate any improvements in their reading comprehension skills Both assessments were sourced from the English exercise book.
The assessment for 6th grade students consists of two tests that align with the 6th grade English curriculum, featuring a similar format and difficulty level Each test includes four passages focused on reading comprehension, followed by sections on vocabulary, comprising a total of 5 open-ended questions, 5 true/false questions, and 20 multiple-choice questions The first four passages contain 5 questions each, while the final section includes 10 multiple-choice questions, contributing to a total score of 30 points Scores ranging from 1 to 14 indicate weak performance, 15 to 20 reflect medium proficiency, and a score of 21 or higher signifies good performance.
26 to 30 points, they would be encountered as excellent students
To address the research question, students completed two survey questionnaires designed to assess their reading strategies, challenges encountered in reading, and potential improvements The first questionnaire focused on students' attitudes towards reading lessons, while the second aimed to evaluate changes in their attitudes towards reading strategies for unfamiliar applications.
The initial questionnaire, completed by 40 students, comprised six multiple-choice questions aimed at understanding their reading experiences The first question assessed their feelings towards reading, while the second identified the challenges they face The third question sought to uncover how students address these difficulties, and the fourth focused on the strategies they commonly employ when encountering reading obstacles The fifth question explored students' views on the importance of translation methods in reading, and the final question aimed to gauge their opinions on the effectiveness of various reading strategies.
After implementing reading strategies tailored to varying difficulties, a post-questionnaire was administered to the same class and number of students This detailed questionnaire comprised seven questions aimed at assessing changes and improvements following the experiment The first five questions focused on identifying any advancements, while question six evaluated whether students' reading comprehension abilities had progressed Lastly, question seven explored the necessity of reading skills and strategies for students during reading lessons.
Data collection procedures
The experiment took place over sixteen weeks during the second semester of the 2018-2019 school year at Phu Ninh Secondary School, where I collaborated with students and their teacher To assess the students' vocabulary, reading abilities, and attitudes toward reading comprehension, I prepared a pre-test, a post-test, and two questionnaires In the first week, students completed a pre-questionnaire with six questions in 15 minutes and a reading comprehension pre-test consisting of two texts, ten questions, and five vocabulary questions, all within 45 minutes After grading the tests, I worked with the students for thirteen weeks on reading strategies, teaching them step-by-step skills to tackle various questions They were encouraged to apply these strategies during reading tasks assigned in Appendix 2, without the aid of a dictionary, and to discuss their approaches with classmates, which helped them develop additional comprehension sub-skills.
At the conclusion of the experiment in week 14, a supervised post-test on reading comprehension was conducted, with each correct answer earning one point The results from this test were then compared to the initial assessment to evaluate any improvements in reading proficiency among the students Additionally, post-questionnaires were distributed to gather data regarding the students' reading experiences.
Summary
Chapter 3 outlines the methodology used for the thesis experiment, detailing the subjects involved and the data collection instruments, including pretests, posttests, and questionnaires Additionally, it discusses the procedures followed to conduct the experiment effectively.
RESULTS AND DISCUSSION
Test results on reading comprehension
In order to find out effective reading strategies, a pre-test and post-test were used to measure the student’s reading proficiency before and after the experiment
The pre-test results for class 6A, as indicated in Appendix 6, were unsatisfactory According to Table 7, the students in class 6A can be categorized into three subclasses: weak students with scores ranging from 1 to 14, medium students scoring between 15 and 20, and good students who achieved scores of 21 and above.
In a recent assessment, only 2 students achieved scores above 25, categorizing them as excellent students The number of good students, scoring between 21 and 25, was double that of the excellent students, making up just 10% of the total Meanwhile, a significant portion of the class, 18 students or 45%, were classified as weak performers.
Table 6: Pre-test scores of class 6 A
Chart 1: Pre- test score of class 6 A presented in the chart below
Table 6 indicates that the majority of students are at weak to medium levels of reading comprehension, highlighting significant challenges in their reading abilities.
After a sixteen-week experiment, Class 6A completed a post-test identical to their pre-test The students' scores were converted into percentages and are displayed in the accompanying chart Detailed results can be found in Table 6 and Appendices 8.
Table 7: Post-test scores of class 6 A
Chart 2:Post-test scores of class 6 A
Table 7 shows a significant improvement in the post-test results for the entire class, with no weak students remaining The number of students achieving good and excellent scores has notably increased, indicating that the post-test scores surpassed those of the pre-test.
4.1.3 Comparison of pre-test and post-test
Following the experiment, the test results for class 6 A improved, with the percentage of medium students holding steady at approximately 35-40% Notably, the number of good students surged from 4 to 16, representing a significant increase to 30%, while the proportion of weak students decreased to 40%.
Table 8: Comparison of pre-test and post test
Chart 3: Comparison of pre-test and post test
The data presented in Table 8 demonstrates a notable increase in students' reading proficiency, with mean scores in all areas and overall improving significantly after the experiment compared to their initial scores Notably, weaker students showed considerable progress in their scores In conclusion, the higher total mean scores clearly indicate a significant enhancement in students' reading abilities following the experiment.
Questionnaire results
During both the pre-experiment and post-experiment stages, students in class 6 A were given a series of questionnaires, which they successfully completed The results of these questionnaires reveal key insights into the students' experiences and learning outcomes throughout the experiment.
In Chapter three, the pre-questionnaire comprised six multiple-choice questions aimed at assessing the feelings of class 6 A students regarding reading comprehension The results from the first question reveal the students' sentiments towards this important skill.
Comparision of pre-test & post-test
Table 9: Feeling about reading comprehension
According to Table 9, nearly 45% of students (18 individuals) reported finding reading comprehension challenging, indicating a lack of understanding in this area In contrast, 40% of students (16 individuals) perceived reading comprehension as satisfactory, suggesting they were content with their learning outcomes in reading lessons.
Table 10 : Problems faced by reading lesson
Main difficulties faced by reading
Lesson a)There are many unknown words
55% 25% 10% 10% 0% b)The reading text are too long
30% 25% 25% 15% 5% d)The reading topics are unfamiliar
30% 35% 15% 10% 10% e)There are new grammatical structure
According to Table 11, the primary challenge faced by students in reading comprehension is encountering unfamiliar words, with 90% of the class (36 students) reporting that they frequently struggle with excessive new vocabulary in texts Additional barriers include lengthy texts (60%), unfamiliar topics (75%), new grammatical structures (50%), and difficult questions (80%), all of which significantly hinder their understanding.
Table 11: How students deal with difficulties
What activities would you choose when you encounter unknown words from the reading a)ignoring 8 12 10 10
20% 30% 25% 25% b)look up in the dictionary
35% 35% 20% 10% c) asking the teacher or classmates
The findings from Table 11 indicate that a significant majority of students in class 6 A, specifically 70%, frequently consulted dictionaries after skimming texts In contrast, 8 students occasionally used dictionaries, while 4 never did Notably, 50% of the students reported ignoring unfamiliar words, showing a lack of concern for their meanings Additionally, 35% sought assistance from teachers or peers when encountering difficult vocabulary A small number of students attempted to deduce meanings on their own, but some lost interest in reading altogether when faced with unknown words, leading them to abandon the text.
Table 12 : Reading skills to deal with reading difficulties
Strategies you normally use when dealing with difficulties in the reading? a)Skimming ( Reading for gist/ main idea)
5% 25% 25% 45% c) Making 8 4 8 20 reference 20% 10% 20% 50% d) Guessing unknown words
Question 4 is about the reading skills the students often used when answering question Looking at the figures presented in Table 12, we can see that the students from the class rarely used the strategies to guess words meaning 65 % of the student never guessed the words meaning from context Besides, the numbers of the students who never apply the other skills are also at very high rate
Do you translate the reading text into Vietnamese while reading?
According to Table 13, 70% of students believe that translating reading material is essential for comprehension, while 20% occasionally translate texts into Vietnamese for better understanding Conversely, only 10% of the students, or four individuals, feel that translation is unnecessary.
Table 14: Thinking of student about reading strategies
Usefulness of reading strategies ( mentioned in table 14)
Table 14 reveals that the majority of students consider reading strategies beneficial for improving reading comprehension, while six students remain uncertain Conversely, a portion of the students believes that guessing unknown words is not a useful approach for them.
In the final week of the experiment, a second questionnaire was administered to students in both classes to assess changes in their attitudes toward guessing word strategies To evaluate the shifts in reading methods following the experiment, the researcher incorporated the four initial questions from the first questionnaire into this one.
Table 15: Feeling about reading comprehension
The results reveal a notable shift in students' attitudes toward reading comprehension; only 8 students now perceive it as challenging, while 32 students believe it has become easier Additionally, 14 students consider reading comprehension to be very easy.
Table 16: Problems faced by reading lesson
Main difficulties faced by reading
Lesson a) There are many unknown words
25% 20% 22,5% b) The reading text are too long
25% 20% 20% 20% 15% d) The reading topics are unfamiliar
25% 30% 25% 10% 10% e)There are new grammatical structure
The results from question 2 indicate a significant improvement in students' reading comprehension challenges Notably, the percentage of students facing difficulties due to unknown words has decreased from 90% to 57% Additionally, there has been a slight reduction of 10-20% in the number of students struggling with other reading difficulties, highlighting overall progress in reading skills.
Table 17: How students deal with difficulties
What activities would you choose when you encounter unknown words from the reading a)Ignoring 6 8 8 18
15% 20% 20% 45% b)Look up in the dictionary 6 8 6 30
15% 20% 15% 50% c) Asking the teacher or classmates
The third question in the post question was to find out whether the students have changed their way of dealing with difficulties or not From Table
Students are increasingly relying on guessing the meanings of unknown words rather than consulting dictionaries or asking peers, with this guessing method reaching a maximum effectiveness of 100% This shift indicates that students have found guessing to be the quickest and most efficient way to understand new vocabulary Additionally, the number of students who previously gave up on reading when faced with difficulties has now dropped to zero.
Table 18: Reading skill to deal with difficulties
Strategies you normally use when dealing with difficulties in the reading? a)Skimming ( Reading for gist/ main idea)
The results of the study aimed to determine the extent to which students were utilizing specific reading skills The findings revealed a significant shift compared to the pre-questionnaire results Notably, 100% of the class reported using prediction skills to comprehend vocabulary in their readings Additionally, skimming was frequently employed, with 60% of students using it often and 30% sometimes Scanning and making references were utilized by an equal number of students, totaling 32 This data indicates that students have recognized the value and effectiveness of employing reading strategies in their reading processes.
Do you translate the reading text into Vietnamese while reading?
Table 19 indicates that 70% of students no longer needed to translate the texts they read, while only 15% occasionally did so This suggests that they have discovered more effective reading strategies to comprehend the content However, it is noteworthy that 6 students still maintained the habit of translating the text before answering questions.
Table 20: Evaluation of students’ reading ability
Students’ reading ability a)Can guess the word meaning without dictionary
30 75 b)Become more careful to notice reference words
26 65 d)Be able to use synonym and
22 55 antonym to understand unknown words e)Think about part of speech
24 60 f)Be able to combine vocabulary
Following an assessment of challenges and strategies, students were asked to evaluate their reading abilities As shown in Table 20, approximately 75% of the students in the class can understand new words without relying on dictionaries, successfully inferring meanings through the strategies they learned during the experiment Additionally, they are demonstrating improvement in other reading skills.
Table 21: the necessary of guessing strategy
Major findings
The analysis of the results reveals significant progress in the class following the implementation of reading strategies Initially, 45% of students were classified as weak in the pre-test; however, after the intervention, this number decreased to only 5% Additionally, the number of students performing well increased dramatically from 4 to 16, representing a 30% improvement Furthermore, the number of students achieving excellence rose by 15%, with 8 students now classified as excellent These findings indicate that students have become more aware of their difficulties and are effectively applying strategies to overcome them.
According to the questionnaires, the most significant obstacle for students while reading is encountering unknown words, followed by challenging questions and unfamiliar topics, all of which are closely linked to vocabulary issues Consequently, students predominantly employed guessing strategies for unknown words, with a 100% usage rate as shown in Table 17 of the post-questionnaires Additionally, long texts and complex grammatical structures posed further challenges due to limited vocabulary knowledge Scanning emerged as an essential strategy, utilized by 90% of students, while scanning and making references were used equally, each at 80%.
Thirdly, as you can see in the questionnaires students who think reading comprehension is difficult has decreased from 18 to 8 students ( that makes 25
% in difference) and no students would give up their tests while in the beginning
A significant 10% of students would abandon their efforts when faced with challenges Additionally, the number of students seeking help from peers or overlooking difficulties has drastically declined, as evidenced by data from tables 11 and 17 Furthermore, the practice of looking up new words in the dictionary has plummeted from 90% to just 40% In contrast, the tendency for students to guess the meanings of unfamiliar words has reached an all-time high of 100%.
The experiment results indicate that employing reading strategies significantly enhances comprehension, with guessing unknown words being the most effective approach Skimming follows as the second most beneficial strategy, while scanning and making references rank third These techniques prove to be more effective than attempting to understand the entire text at once The study suggests that students should receive additional training in these strategies to maximize their advantages, as different problems may require distinct skills.
Summary
This chapter presents the results of a study conducted over a 16-week reading training course, demonstrating significant improvement in students' reading comprehension Post-test scores were notably higher than pre-test scores, indicating the effectiveness of the strategies employed to enhance reading skills and boost overall performance.
RECOMMENDATIONS AND CONCLUSION
Recommendations
This study demonstrates that relying on reading skills is more effective than depending on dictionaries or informants for enhancing students' vocabulary By utilizing reading strategies, students can quickly and accurately infer meanings to comprehend text content The experiment revealed that the application of these reading skills led to a higher accuracy in students' answers, as evidenced by improved total scores on their post-tests This indicates that the training procedure positively impacted students' reading proficiency.
Based on the result of the experiment implement at Phu Ninh secondary school, I would like to present some recommendations as follow
To foster a positive reading comprehension experience for young students, it’s essential to create a comfortable environment as they embark on this new journey Teachers should introduce engaging contexts that motivate students to find solutions to questions within the text Starting with strategies for guessing familiar words will empower students to infer the overall meaning of the passage Additionally, providing opportunities for collaboration allows students to view themselves as successful readers, enabling them to learn intriguing facts from informational texts and share their insights with classmates.
When selecting context clue exercises, it is essential to match them to the students' proficiency levels Teachers must ensure that students not only comprehend the reading material but also retain and apply their understanding A strong vocabulary is crucial for effectively using context clues to decipher unknown words In class, teachers should encourage students to infer meanings from sentences filled with unfamiliar terms, allowing them to guess the overall meaning of the passage Simpler exercises are preferable, as they enable immediate feedback from the teacher, which helps students remember whether their guesses were correct or incorrect.
By that way, we can prevent them from remember wrong meaning.
Limitation of the study
Although I have made many great efforts to this study, there have been many limitations which require time and proper consideration This study is partly an experiment research in psychology of small group the student There may be random variable though from individual differences which influence the result of the study despite the fact that the whole class was taken part in the research While dealing with the reading comprehension participants of the study still had to study their course book at the same time They had still their own program to follow So some of the student could not fully concentrate on the training only Therefore, the result of the study might be tentative.
Implications for further research
Recognizing the limitations of the current study, it is recommended that future research focuses on effective reading strategies for sixth-grade students, emphasizing the importance of larger sample sizes Additionally, exploring effective reading strategies for secondary school students in Vietnam is crucial, as these insights would support teachers in implementing these strategies in their reading lessons, ultimately enhancing student learning outcomes.
Conclusion
This study investigated the impact of reading strategies training at Phu Ninh Secondary School, revealing that techniques like skimming, scanning, making references, and guessing unknown words significantly improved students' reading speed and effectiveness The questionnaire results indicated that unfamiliar vocabulary was the primary challenge for students, leading them to frequently utilize guessing strategies post-training Consequently, their scores showed a marked improvement These findings highlight the need to incorporate word guessing strategy training more actively into daily English lessons, especially as students continue to face vocabulary limitations in their second language.
The study reveals that various reading strategies influence comprehension differently, with word guessing being the most utilized due to its effectiveness in overcoming vocabulary challenges For sixth graders, reading comprehension is not overly complex in terms of grammar or structure; understanding the text allows them to answer questions quickly Thus, the ability to infer the meaning of unfamiliar words from context is crucial for enhancing comprehension at all levels Although the research spanned only three months, a longer study could yield more comprehensive insights into the application of reading strategies, particularly guessing While multiple-choice questions assess understanding, collecting diverse data types could provide deeper insights Ultimately, this study aims to support children in improving their reading comprehension skills.
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Skim the text and the questions to see if you understand the overall meaning of them
If not, find key words in the question and in the text
See if you know the word
If not, look at the clause or sentence containing the unknown word
If the unknown word is a noun, what adjectives describe it ? What verb is near ? That is, what does this noun do, and what is done to it ?
If the unknown word is a verb, what noun does it go with?
It is modified by an adverb ?
If it is an adjective, what noun does it go with ?
If it is an adverb, what verb is it modifying?
To understand the meaning of an unknown word, examine its relationship with surrounding sentences or paragraphs This connection is often indicated by conjunctions such as "but," "because," or "if," and adverbs like "however" or "as a result." These relationships can illustrate various concepts, including cause and effect, contrast, inclusion, time, exemplification, and summary Additionally, reference words like "this," "that," and "such" can offer valuable context.
Use the knowledge you gained from step 1-3 to guess the meaning of the word Step 5
To verify your guess about an unknown word, first ensure that its part of speech matches that of your guess; a mismatch indicates a potential error Next, substitute the unknown word with your guess in the sentence; if it retains its meaning, your guess is likely correct Additionally, analyze the unknown word by breaking it down into its prefix, root, and suffix If the meanings of the prefix and root align with your guess, that's a positive sign However, if they don't correspond, reassess your guess, but maintain your original choice if you feel confident based on the context.
I Choose a suitable word from the box to fill in each gap to complete the passage children has help important interesting learn libraries problems see use
Book plays a very……… (1) part in your life It’s true that every family
………( 2) books We can ………( 3) book everywhere We can
……….( 4) many things from books Books…………(5) us in self- education and deciding ………….(6) in life Today , there are a lot of public
In our country, everyone has the right to access literature Each year, hundreds of new books for children are released in Vietnam These books are highly engaging, and children enjoy reading them immensely.
II Read the passage and stick true (T) or false (F):
Quang, a tall and slender gymnast with short black hair and brown eyes, has a round face and thin lips Currently, he is enjoying dinner.
He is eating fish He often has fish, meat and vegetables for dinner After dinner he eats bananas Then he drinks orange juice He feels full after dinner
…… .2 He is short and big
…… .6 Quang’s face is round and his lips are full
…… .7 He is having a bath now
…… .9He often has dinner with fish, meat and vegetables
…… 10Quang feels hungry after dinner
III Read the passage below and choose the answer for the question:
In this section, you will encounter a reading passage followed by several unfinished statements related to the text Each statement comes with four suggested answers, and you are required to select the option that best completes each statement for a total of 10 points.
People often sing out of joy or a love for music, using it as a form of expression In contrast, when birds sing, their songs convey deeper meanings beyond mere happiness Birds utilize their songs as a form of communication, serving various purposes such as sharing information.
Male birds produce the most beautiful songs to attract female birds, signaling their desire to find a mate This melodic display serves as a courtship ritual, showcasing their suitability as partners.
Birds sing to communicate with each other, often using their songs to warn other birds to stay away from their territory For a bird, its tree or branch serves as a home, and singing acts as a protective measure to deter any potential intruders.
Birds that struggle to sing often use alternative methods to convey important messages, such as dancing, displaying their tails, or engaging in unique behaviors One particularly interesting bird stands out for its unconventional courtship ritual, as it creates a small garden adorned with shells and flowers to attract a mate.
1 Why do people usually sing ?
A They like birds B They feel happy
C They want to tell a story D They like studying music
2 Which birds sing the most beautiful songs ?
A Birds in a good temper B Cock birds
C Hen birds D Female birds which attract male birds
3 What warnings does a bird sometimes sing ?
A A warning to keep away B A warning to come quickly
C A warning about the approach of people D A warning to stop singing
4 What do most birds usually do if they cannot sing well ?
A warn other birds to go away B give their information in another way
C find a wife D fly high in the sky
5 What is one bird's unusual way of attracting a hen bird ?
A It dances B It spreads out its tail
C It searches for a wife D It uses shells and flowers to make a garden
IV Read the following passage and answers the questions
Nga, a sixth-grade student living in the city, starts her day at 6:15 AM with a morning routine that includes brushing her teeth and washing her face After enjoying a hearty breakfast, she gets dressed and heads to school by 6:30 AM Her classroom, located on the second floor, is spacious and accommodates 42 students Nga has a deep affection for her friends and teachers, making her school experience enjoyable.
2 What time does she get up?
3 Does she go to school at seven o’clock?
4 How many students are there in her class?
V Choose the correct answer A, B, C, D to complete the sentences
1 What are you going - this weekend?
A do B to do C do to D doing
2 I’m going to - badminton next Sunday
3 Why - we go to Huong pagoda? – Yes, Good idea
A not B does not C don’t D no
4 Mai’s friend - going to have picnic
5 Nam is - take some photos
A going to B goes to C go to D going.
This test consists of four passages followed by ten multiple-choice questions focused on vocabulary The first three passages include five comprehension questions each, while the fourth passage and the final section concentrate on vocabulary assessment.
You are to choose the one best answer A, B, C or D to the question and should answer on open question
I Read then choose the best answer for the questions
On this Sunday at nine o'clock, Mrs Huong sets off to the market on her motorbike with a shopping list in hand She starts by purchasing a kilo of fish and 500 grams of beef, followed by a kilo of oranges Her next stops include vegetables, where she buys two cans of peas, half a kilo of tomatoes, and a dozen eggs Additionally, she picks up two cans of soda, a packet of tea, and a tube of toothpaste By ten thirty, she returns home with all her groceries.
1 Mrs Huong go to market by
2 How much beef does she want?
A a kilo B a gram C half a kilo D five kilo
3 What does she do at finally?
A two cans of soda B a kilo of oranges C a kilo tomatoes D goes home
4 What time does she go home?
A six o'clock B nine o'clock C half past ten D ten- fifty
5 How much tea does she want?
II Read the passage below and answer the question:
Mrs Lien, a dedicated nurse, lives in a house conveniently located near the hospital, directly across from a park and nestled between a drugstore and a bakery Today, she is taking a break from work, enjoying the view of flowers and small trees to the left of her home, while a well is situated behind her house.
6-What does Mrs Lien do?
7-How many rooms does her house have?
8-Is the yard big or small?
10-What is there behind the house?
III Read the passage and stick true (T) or false (F):
Miss Lien, an English teacher in Hanoi, resides in a small house and follows a structured daily routine She typically has breakfast at 7 AM and enjoys lunch at the school canteen at noon Her teaching schedule includes grammar lessons on Mondays and dialogue practice on Wednesdays and Fridays In the evenings, she prefers to relax at home with music, occasionally visiting the movie theatre She ensures a good night's rest by going to bed at 10 PM.
………11 Miss Lien lives in a big house and teaches English at a school in Hanoi
………12 She usually has breakfast at 7 in the morning and has lunch at home at 12 o'clock
………13 She teaches her students dialogues on Mondays, Wednesdays and Fridays
………14 She usually stays at home in the evening and goes to bed at 9
………15 Sometimes she goes to the movie theatre
IV Complete the passage using the words in the box
Watch cool spring seasons flowers
My name is Huong, and I live in the picturesque countryside of Vietnam, where we experience four distinct seasons: spring, summer, fall, and winter Spring brings warm and beautiful weather, perfect for outdoor activities like camping In summer, the heat and sunshine invite me to enjoy the beach during vacation Fall is a delightful season, with pleasant weather that often leads me to go fishing with my father However, winter is cold and cloudy, making it a cozy time for me to stay indoors and watch television after school.
V Choose the correct answer A, B, C, D to complete the sentences
21 .are you going to stay there? - For a week
A How much B How long C How often D How many
22My mother ……….a delicious meal for us on Sunday
23 He to the movies every week
A often goes B goes often C often go D go often
24.Tom is …….He isn’t shy He likes to meet new people
A to play B playing C play D plays
A lemonade B chicken rice C clothes D fishing
27 There are only two in my country
28.I …………at home yesterday evening and read the newspaper
29 Where is your father going the weekend?
30.I'm full But I am thirsty I'd like a (9)
I Reading the passage and circle the correct answer A, B or C
During summer holidays, Phong's family enjoys a three to four-day trip to Vung Tau, a popular beach destination in southern Vietnam They typically stay in a hotel, though occasionally they opt for a cozy house by the sea Each morning, Phong swims while his sister prefers playing volleyball, her favorite sport For lunch, they usually have sandwiches or dine at a local restaurant In the afternoons, they take leisurely walks, and in the evenings, they often visit the cinema or theatre for entertainment.
1 What does Phong’s family do in the summer holidays?
A They go to Vung Tau
B They go to Da Lat
2 How long does Phong’s family go to the beach and they stay there?
3 Is volleyball his sister favourite sport?
A Yes, it is B Yes, she is C No, she isn’t
4 Where do they often go in the evenings?
A The cinema or the theatre B The zoo C The store
5 Which of the following sentences is NOTTRUE about Phong’s family?
A They usually stay in a hotel
B Sometimes they go to a small restaurant
C They always go to the beach in the winter
II Read the following passage, and then answer the questions: (2 pts)
The year is divided into four distinct seasons: spring, summer, fall, and winter Spring brings warm weather and blooming flowers, while summer features long days and short nights, perfect for seaside outings Fall is celebrated for its abundance of fruits, particularly in tropical regions like Vietnam In contrast, winter is characterized by cold temperatures, with shorter days and longer nights.
6 - How many seasons are there in Vietnam? What are they?
7 - What are there in the spring?
8 - What do we often do in the summer?
9 - What can we enjoy in the fall?
10 - What is the weather like in the winter?
III Read the passage and stick true (T) or false (F):
Vietnamese students engage in a variety of after-school activities that cater to diverse interests Many participate in sports such as soccer, table tennis, and badminton, while others enjoy swimming in local pools For those with a passion for the arts, students practice musical instruments in the school music room and often join the theatre group to rehearse plays Additionally, some students are part of a stamp collectors club, where they gather to discuss their collections Although a few prefer to stay home and play video or computer games, the majority find joy in their extracurricular activities, making the most of their after-school hours.
……… 11 Students in Viet Nam take part in different after-school activities
…… 12 They usually go swimming in the swimming pools
……… 13 Some students often practice playing musical instruments in the art club
……….14 Vietnamese students enjoy their activities after school
……….15 Many students play games or computer games
IV Complete the passage using the words in the box bathroom lunch tea dinner hair
Every day, I wake up at 6:30 AM and start my morning routine with a cup of coffee and toast for breakfast After enjoying my meal, I head to the bathroom to brush my teeth and get dressed By 7:30 AM, I'm on my way to work, arriving at 7:50 AM I take a lunch break at noon, and at 4:00 PM, I return home In the evening, I have dinner with my family, and we often watch TV together Finally, I go to bed at 11:15 PM.
V Choose the correct answer A, B, C, D to complete the sentences
21 Fall means in British-English
22 What about a cup of coffee?
A has B have C to have D having
23.She ……….to the radio yesterday afternoon
24.John ………….football last week with his friends
25 She often goes swimming it is hot
26.Lan is …… She likes to help her friends
27 What the weather like in the summer? - It’s hot
28 Mai is ……… She understands things quickly and easily
A is visiting B am going to visit C visit D visits 30.Tell your brother to come…… because it’s going rain in a minute or two
7) There are five rooms in her house
9) The flowers are to the left of the house
10) There is a well behind the house
6) There are four seasons in a year They are: spring, summer, fall and winter
7) There are many flowers in spring
8) We often go to the seaside in summer
9) We can enjoy different kinds of fruits
10) In winter, it is usually very cold
towards reading lesson and how to deal with new words in reading process The information is strictly confidential and used for research only
Question 1: How do you feel about reading comprehension? (Circle your answer) a difficult b normally c easy
Question 2: What are the main difficulties in your reading comprehension?
(Put a tick (v) for your choice)
(5 = strongly agree, 4 = agree, 3 = uncertain, 2 = disagree, 1 = strongly disagree)
Difficulties 5 4 3 2 1 a)There are many unknown words b)The reading text are too long c)The questions are difficult e)There are new grammatical structure
Question 3: How do you often do the following activities when you encounter unknown words from a reading text ? (Put a tick (v) for your choice)
Activities 4 3 2 1 a)ignoring b)look up in the dictionary c) asking the teacher or classmates d)guessing their meaning e) give up on reading
Question 4: Which of the following strategies do you normally use to answer reading comprehension question ? (Put the tick (v) for your choice)
Strategies 4 3 2 1 a)Skimming ( Reading for gist/ main idea) b)Scanning ( Reading for details) c) Making reference d) Guessing unknown words
Question 5: Do you often translate reading texts into Vietnamese while doing reading comprehension exercises ?
(Circle your answer) a always b often c sometimes d never
Question 6: Do you think reading strategies in the reading texts are useful for your reading ? (Circle your answer) a very useful b uncertain c not useful
Question 2: What are the main difficulties in your reading comprehension?
(Put a tick (v) for your choice)
(5 = strongly agree, 4 = agree, 3 = uncertain, 2 = disagree, 1 = strongly disagree)
Difficulties 5 4 3 2 1 a)There are many unknown words b)The reading text are too long c)The questions are difficult e)There are new grammatical structure
Question 3: How do you often do the following activities when you encounter unknown words from a reading text ? (Put a tick (v) for your choice)
Activities 4 3 2 1 a)ignoring b)look up in the dictionary c) asking the teacher or classmates d)guessing their meaning e) give up on reading
Question 4: Which of the following strategies do you normally use to answer reading comprehension question ? (Put the tick (v) for your choice)
Strategies 4 3 2 1 a)Skimming ( Reading for gist/ main idea) b)Scanning ( Reading for details) c) Making reference d) Guessing unknown words
Question 5: Do you often translate reading texts into Vietnamese while doing reading comprehension exercises ?
(Circle your answer) a always b often c sometimes d never
Question 6: How is your ability of reading now ?
Improving vocabulary comprehension involves several strategies: a) Guessing word meanings without relying on a dictionary enhances contextual understanding; b) Being attentive to reference words aids in grasping connections between ideas; c) Recognizing language signals can guide interpretation; d) Utilizing synonyms and antonyms helps clarify unknown terms; e) Considering the part of speech provides insight into word function; and f) Combining vocabulary effectively can deepen understanding These techniques collectively foster a more nuanced approach to language learning.
Question 7: In your point of view, do you think guessing strategies in reading is necessary ? (Circle your answer) a very useful b uncertain c not useful
Number Scores on reading comprehension
Number Scores on reading comprehension