(SKKN 2022) SOME MEASURES TO IMPROVE READING COMPREHENSION SKILLS FOR THE 12th GRADERS AT QUANG XUONG 1 HIGH SCHOOL

Learning a foreign language, students are expected to enhance both productivespeaking and writing and receptive skills reading and listening and todevelop literacy which enables them to

THANH HOA EDUCATION AND TRAINING DEPARTMENT

QUANG XUONG 1 HIGH SCHOOL

EXPERIENCE INITIATIVE

SOME MEASURES TO IMPROVE READING

COMPREHENSION SKILLS FOR THE 12th GRADERS

AT QUANG XUONG 1 HIGH SCHOOL

The author: Nguyễn Thị Thoa Job position: Teacher

Experience initiative about: English

1 INTRODUCTION

1.1 Reason of selecting the topic

Learning a foreign language has become a common trend nowadays In aglobalized world, people need to learn a language for many reasons Traveling

to other countries, getting good job opportunities and having a good professionalstatus are among the most common reasons to learn a language This isespecially true for English Since having been considered as the most crucialpart in our life, English appears in almost necessary materials in all fields in theworld, it can help people in such an important work If people don’t knowsomething, they can use their English that they have learnt before to read anduse materials effectively Because of its meaningful contribution, in recentlyyears, English has become a main subject of many schools in our country and it

is also the compulsory subject for almost entrance examinations

Learning a foreign language, students are expected to enhance both productive(speaking and writing) and receptive skills (reading and listening) and todevelop literacy which enables them to be more critical thinkers at the moment

of expressing their opinions Reading is one of the four macro linguistic skillsthat foreign language learners need to develop Through reading, learners areexposed to the second language input, which is a pre-requisite for the acquisition

of the target language In addition, reading helps students consolidate what theyhave learned and support their further study

However, Most of the students in my class think that doing readingcomprehension is quite difficult When they are delivered the reading tasks, theyimmediately read words by words, try to understand the meaning of all thewords and find out the answers randomly By this way, it takes them a lot oftime to complete the tasks and even, they find it daunting to do the readingtasks When being asked for the reasons, the students reported that they lackedvocabulary, they hadn’t been taught any reading techniques before, and evensometimes they did not understand the questions Moreover, the reading tasks inthe new textbook mainly require students to write down the answers whereas thereading questions in the GCSE examination are multiple choices and thepassages are too long Due to these reasons, students often get poor result whendoing this kind of exercises From the above reasons, I decided to carry out my

initiative with the title: “Some measures to improve reading comprehension

skills for the 12 th graders at Quang Xuong 1 high school”.

1.4 Methodology

I wrote this topic based on:

• Observation method

• Methods of analysis, evaluation, synthesis

• Method of collecting students’ opinions, colleagues,

2 CONTENTS

2.1 Rationale

Reading is one of the four main skills that students of foreign language need tomaster in order to successfully learn the language Due to the ever increasing importance of reading in every aspect of our everyday life, it is essential tofind ways or methods to improve reading skills for students To this purpose, agreat emphasis is laid on the use of reading strategies as the best way so far to

improve readers’ reading skills Effective reading strategies are considered as

significant skills that have received the special focus on students’ readingcomprehension proficiency The use of reading strategies by the learners oflanguage will help them overcome language barriers, become more conscious ofthe comprehension and learning method of the language and develop confidence

in learning reading which has a low level of exposure to English outside theclassroom Reading strategies offer a way to do this, and the guidance onreading approaches should be included in the curriculums for English Languagethat students get through reading can be reused for writing skills, or students caninterpret the meaning of the reading to obtain the necessary information forthem That is to say, to have good reading comprehension skills is veryimportant For 12th graders, it is far more important because having good readingskills is one of the vital elements to help them achieve high marks in theexaminations In reading, students need to use various strategies to help them inthe acquisition, storage, and retrieval of information Therefore, readingstrategies are assumed to be important for students reading comprehension andthe reading strategies equip the students with the skills of how to handle theirreading effectively Research reveals that good readers are actively involvedwith the text and they are aware of processes they use to understand while theyread Teachers can help students improve their reading comprehension throughreading strategies Reading strategies are purposeful means of comprehendingthe author’s message

2.2 Reality before applying the experience initiative

Reading is a lifelong skill for academic learning and success in school.According to Anderson, reading is a basic life skill However, the students in myclass did not spend enough time on practicing reading skills They faced theproblem of not understanding the passages of what they had read This wasreflected in their poor reading scores To find out what the reasons were, at thebeginning of the first term - school year 2021 - 2022, I conducted a small surveywith 46 students in class 12C1 and 38 students in class 12T3 The students wereencouraged to give the answers honestly because the results would be helpful for

the author to analyze and find out the solutions to the current situation why a lot

of them got bad marks The results are presented in the table below:

1 I can control my reading speed 4%

2 I read the whole passage words by words and translate all

the words

85%

3 There are too many new words 70%

4 I understand the passages as I read 25%

5 I get the requirement of questions clearly 20%

6 I try to identify each question first, then scan and skim the

passage to find out the answer

6%

7 I choose the answers randomly 70%

8 I can find the keys words of questions and in the passage 4 %

9 I can recognize the question types 35%

It can be seen clearly in the above table that the number of students showingpositive attitude toward reading was very low They didn’t have good readingskills The biggest problem found out was that students tried to focus ontranslation more than understanding the main ideas of the passages It took them

a lot of time to finish reading text This is especially not good for those takingthe General Certificate of Secondary Education Examination From the currentsituation, the author found it necessary to provide students with some readingtechniques to help them improve their reading skills

2.3 Implementation solutions to tackle the above factual situations.

2.3.1 Training the students reading techniques.

The first task of my study was to make all students understand some readingtechniques and know how to apply these techniques while reading to improvetheir reading skills Then, I adapted the reading passages in the new textbook tomake them familiar to students as well as gave them extra-exercise to practice

2.3.1.1 Skimming

Skimming is a reading technique for speed reading The purpose of skimming is

to get an overview of the organization of the text and its main idea from apassage To skim a passage, the students read through the passage quickly andskip the details They read the first sentence of each paragraph Each paragraphusually contains a topic sentence which states the main idea McWhorter (1980)suggested a topic sentence can appear differently within a paragraph The mostcommon location of a topic sentence appears in the first sentence of the firstparagraph The second most likely place for a topic sentence is the first sentence

of the last paragraph

Steps for skimming:

+ Read the title

+ Read the introduction of the first paragraph

+ Read the first sentence of every other paragraph

+ Read any headings and sub-headings.

+ Notice any pictures, charts, or graphs.

+ Notice any italicized or boldface words or phrases

+ Read the summary or last paragraph.

Example 1 The reading passage in page 34-Tieng Anh 12- new textbook.

Nowadays we know a lot about the link between carbon dioxide (C02) emissions and global warming However, we seem to be unaware of one very dangerous pollutant, soot also called black carbon.

1.

Soot comes from the incomplete combustion or coal, oil, wood and other fuels.

In other words diesel engines, vehicle exhaust pipes, farming machines, construction equipment, or simply fires in grills, fireplaces, and stoves are potential sources of soot It appears in our daily life and can easily affect every one of us.

2. _

Soot like all black things absorbs sunlight and heats up the atmosphere According to recent research, it is the second most damaging greenhouse gas after C02, and twice as harmful to the climate Although black carbon remains

in the atmosphere for no more than seven days it is particularly damaging to frozen areas Soot emissions might be responsible for the quick melting of the Arctic Controlling black carbon can help to slow down global warming.

3. _

Soot does not only have an impact on globs warming and climate change, but is also unhealthy A soot particle is very tiny - smaller than dust and mould, and

about 1/30 the width of a human hair It can easily go into our bloodstream and

lungs via the nose and throat As a result, breathing in the tiny particles car cause asthma attacks, heart disease, bronchitis and many other respiratory illnesses.

4. _

Large quantities of man-made soot enter the atmosphere every year The effects are most damaging regionally, especially in South and East Asia, Latin America and parts of Africa In developing countries, reducing soot emissions can be achieved by replacing traditional stoves with clean, alternative fuel cookers and heaters Installation of filters to remove black carbon from diesel vehicles can also reduce soot Changing to electric or hydrogen vehicles will also reduce the impact on the environment.

In conclusion, reducing black carbon will have immediate benefits in slowing down global warming and the melting of the Arctic snow and ice It would also prevent many soot-related deaths and illnesses.

Aims: + students skim the passage to choose the heading for each paragraph.

+ students scan the passage to find detail information

Question 1.choose the appropriate heading for each paragraph from a-d

A scoot and global warming

B the effects of scoot on human breath

C the origin of scoot

D ways to reduce scoot emission

Ask students to read the headings first, then come back to the passage to read thefirst sentences and the last one of each paragraph to find out the relationship between the heading and these sentences

The first paragraph: Soot comes from the incomplete combustion or coal, oil,

wood and other fuels….It appears in our daily life and can easily affect every

one of us So, the best heading is Choose C: the origin of scoot.

The second paragraph: Soot like all black things absorbs sunlight and heats

up the atmosphere; controlling black carbon can help to slow down global

warming Choose A: Scoot and global warming

The third paragraph: Soot does not only have an impact on globs warming

and climate change, but is also unhealthy; As a result, breathing in the tiny particles car cause asthma attacks, heart disease, bronchitis and many other

respiratory illnesses Choose A: scoot and global warming

The fourth paragraph: Changing to electric or hydrogen vehicles will also

reduce the impact on the environment Choose D: ways to reduce scoot

emission.

Question 2 The word “it” in the paragraph 3 refers to

Ask students to read the sentence before and the one containing the word “it” tolocate it Then try each noun in the place of the word “it” to select the most

suitable Key sentences: A soot particle is very tiny - smaller than dust and

mould, and about 1/30 the width of a human hair It can easily go into our bloodstream and lungs via the nose and throat Choose D scoot particle

Question 3 Which of the following is not mentioned as effects of breathing in

scoot particles?

Ask students to underline the key words in the question, then scan the passage to

locate the information Key sentences: As a result, breathing in the tiny

particles car cause asthma attacks, heart disease, bronchitis and many other

respiratory illnesses Choose B stomachache

Question 4 How many ways to reduce scoot emission are stated in the passage?

Ask students to keep in mind the key words: reduce scoot emission, then scan

the text again to find the answer There are three ways mentioned: replacing traditional stoves…, installations of filters and changing to electric or hydrogen

vehicles Choose B 3

Example 2 The reading passage in page 62-Tieng Anh 12- new textbook Read the text about lifelong learning and choose a heading for each paragraph (1-3)

A Forms of lifelong learning

B Aims of lifelong learning

C Defining lifelong learning

D The difference between compulsory education and lifelong learning

1

“Lifelong learning” is the pursuit of knowledge throughout life In other words, learning is not confined to the classroom environment and school subjects Instead, people can learn throughout their adulthood, even in old age and in a variety of situations, particularly in their daily interactions with others and with the world around them Lifelong learning must be voluntary and self-motivated Therefore, lifelong learners should have a strong desire to learn and explore the world.

2

Lifelong learning is facilitated by e-learning platforms Education is now no longer offered only by ‘bricks and mortar' institutions Online courses have instead enabled lifelong learning by providing learners, teachers, and course providers with much more flexibility in terms of learning time, place, pace, and style Learners, for instance, can now have the course content taught to them by

a school located miles away from where they live or work In addition, young parents can select their group meeting time late in the evening when their children have gone to bed.

3

Most importantly, lifelong learning should be regarded as an attitude to learning for self-improvement rather than a pathway to qualifications This means the ultimate aim is to better yourself for personal and/or professional development rather than for some certificate to decorate your CV This type of lifelong learning may not necessarily take place as part of a course It may be done very informally in any area of interest and at your convenience, as long as

it is well within your capabilities and/or improves your skills For example, researching the tidal cycles of the sea where you often go fishing and the types

of fish available there is a form of lifelong learning.

Ask students to read the headings first, then skim the passage to put the headings

in appropriate place by reading the first and the last sentences of each paragraph

Paragraph 1: the key words: Lifelong learning, pursuit of knowledge Choose

C: defining lifelong learning

Paragraph 2: The key words: Lifelong learning, facilitated, e-learning

platforms Choose A: forms of lifelong learning

Paragraph 3: The key words: lifelong learning, regarded as, attitude to

learning for self-improvement rather than a pathway to qualifications Choose

B: aims of lifelong learning

2.3.1.2 Scanning:

Scanning is a reading skill that allows the reader to locate specific informationquickly The purpose of scanning is to get specific information Scanning isespecially important for improving reading ability Many students try to readevery word when they read, so they read very slowly Scanning can help thestudents learn to read and understand the texts faster

Steps:

1 Read each question completely before starting to scan Choose your keywords from the question itself.

2 Look for answers to only one question at a time Scan separately for each question.

3 When you locate a keyword, read the surrounding text carefully to see if it is relevant.

4 Re-read the question to determine if the answer you found answers this question.

5 choose the correct answer and eliminate the wrong ones.

Example 4 The reading passage in Tieng Anh 12-new textbook

Urbanization is the process by which urban areas grow bigger as more and more people leave the countryside to live in towns and cities.

Before the 1950s, urbanization mainly occurred in more economically developed countries (MEDCs) Rapid urbanization happened during the period of industrialization in Europe and North America in the nineteenth and early twentieth century A lot of people left their home villages for urban areas hoping to find jobs in the rapidly expanding industries in big towns and cities Since 1950s urbanization has become slower in most MEDCs Now, some of the biggest cities are losing population because people go back to live in rural areas This is known

as counter-urbanization.

Since 1950, urbanization has grown rapidly in LEDCs (Less Economically Developed Countries) in Africa and South America Between 1950 and 1990 while the urban population in LEDCs doubled, increase was less than half in developed countries.

There are various causes of urbanization in LEDCs Here are some major ones First, people migrate to urban areas on a massive scale due to lack of resources

in rural areas Second, small farmers find it h to make a living not just because

of bad we conditions such as drought, floods, or storms, because they can't compete with large agricultural companies These are considered ‘push’ factors.

People living in rural areas are also ‘pulled’ to cities, which are known to be

places of financial centers, services, wealth and opportunities Believing that standard of living in urban areas will be higher in rural areas; many people come to the city seeking their fortune

Today, about half of the world's population lives in urban areas Urbanisation has provided job opportunities, higher incomes and better access to health facilities and education The urban population will continue to grow and it is expected that proportion will increase to 70% by 2050.

Aims: get students practice scanning skill to find specific information To help

students use this skill, the teacher ask students to read the question first,underline the key word in each question Then, scan the passage to find thedetail information

Question 1 All of the following are the causes of urbanization EXCEPT

A Lack of natural resources in rural areas

B The bad weather in rural areas

C The pressure on water supply

D Higher living standard in urban areas

Key words: causes, except, lack of natural resources, bad weather, pressure,

living standard Choose C The pressure on water supply

Question 2 Which is not mentioned as benefit of urbanizations?

A More places of interest

B more job opportunities

C Higher income

D Better healthcare and education.

Key words: not mentioned, benefit, urbanization, places of interest, job

opportunities, higher income, better healthcare and education The answer is A:

More places of interest

Question3 The word “which” in paragraph 5 refers to

Key sentence: these are considered “push factor” People living in rural areas

are also ‘pulled’ to cities, which are known to be places of financial centers, services, wealth and opportunities Choose C cities

2.3.1.3 Making Predictions.

Hutchinson (1987) defines prediction as “A matter of using an existingknowledge of a pattern or system in order to anticipate what is likely in a novelsituation” Many researchers have shown that good readers use their experiencesand background knowledge to make predictions and formulate ideas as theyread This strategy also allows students interaction, which increases students’interests and improves their understanding of the text Making predictions is astrategy in which readers use information from picture, title, to make predictionsabout the story The title of a text can operate memories of texts, permittingthem to guess the content of a new text During reading, successful readers canmake predictions about what will occur next, or what opinions the writer willoffer to support a discussion Readers try to assess these predictions ceaselesslyand change any prediction that is not approved by the reading

2.3.1.4 Questioning

Questioning helps students monitor their comprehension and stay engaged andinterested in their reading Readers can use the questioning before, during, andafter reading The questioning process requires readers to ask questions ofthemselves to construct meaning, enhance understanding, find answers, solveproblems, find information, and discover new information In this strategy, thestudents return to the text throughout the reading process to find the answers tothe questions Questioning helps students to clarify and comprehend what theyare reading In this strategy, asking appropriate questions permits successfulreaders to concentrate on the most important information of a text Askingquestions while involving in the reading process provides students with anopportunity to think about what they are reading, be active and independentreaders

2.3.1.5 Paraphrasing

In paraphrasing, we express the meaning of (the writer or speaker or something

written or spoken) using different words, especially to achieve greater claritywithout changing their meaning

Example: The hardest woodwind instrument to learn is the oboe

-> The oboe is the most difficult woodwind instrument to master

When paraphrasing, we can use:

+ Synonyms: e.g A car exhibition-> an auto show

+ Antonyms: e.g to encourage better attendance -> to have fewer

absences

+ Changing from specific nouns to general nouns: e.g she bought a

microwave oven -> she purchased a kitchen appliance

+ Changing from general nouns to specific nouns: e.g fossil fuels ->

coal, oil and gas

+ Changing word forms: e.g to take occasional walk -> to walk

occasionally

Making predictions, questioning and paraphrasing are used simultaneously withscanning and skimming when students do reading comprehension tasks

2.3.2 Identifying question types.

The second task of my study was to make students understand the questiontypes, how they could recognize the questions and how to use the techniques toanswer the questions effectively

The reading comprehension questions are categorized into 3 groupsnamely questions for main idea, questions for detail information and inference,and vocabulary questions They are presented in the table below:

+ What is the author's main

point in the passage?

+ With what is the author

primarily concerned?

+ Which of the following would

be the best title?

+What is the author’s main purpose in the passage?

- Read the first sentence of each paragraph.

- Find out the similar ideas in the first sentences and their relations.

- Pay attention to repeated key words.

- Scan the whole passage to find the main idea Eliminate the wrong options.

3 General organization or attitude

+ Time order + Cause and effect + Definition and example + Comparison and contrast + Problem and solution

- Pay attention to conjunctions, adjectives of attitude between paragraphs.

B Detail

information

4 Stated detail

+ According to the passage…

+ It is stated in the passage…

+ The passage indicates that…

+ Which of the following is true ?

- The answer is one that does not appear

in the passage or the one that is not true compared to the information in the passage.

- Read the question and the options carefully, underline the key words in the questions

- Scan to find out the part containing the key words.

- Read the sentences containing the

information in the options carefully.

- Eliminate the options appearing in the passage or true due to the passage.

- Choose the option that is not mentioned

or false

5 Unstated detail

+ Which of the following is not stated…?

+ Which of the following is not mentioned…?

+ Which of the following is not discussed…?

+ All of the following are true except…

+ Which of the following is false……

+ Which of the following is not true……

6 Where question

and the options carefully, underline the key words.

- Scan the text to locate the

appropriate the key words

- The answer lies in the sentences

containing the key words.

7 Inference + It is implied in the passage

that…

+ It can be inferred from the passage that….

+ It is most likely that……

- Underline the key words in the

questions.

- Skim the passage to determine the key