INTRODUCTION
Reasons for the study
In today's globalized world, English serves as a vital international language for communication As a result, mastering English has become a crucial responsibility for many students Among the essential skills in learning English and other languages, reading stands out as particularly important.
After years of working with high school students, I have observed that while many can write and speak English proficiently, they struggle with reading comprehension At Nghi Loc 2 school, I noticed that during reading lessons, students often face challenges in identifying explicit information and understanding the text due to a limited vocabulary Additionally, they have difficulty determining the main idea of a paragraph and inferring the overall meaning of the text.
Students must complete a GCSE examination after three years, which includes two reading comprehension exercises that significantly contribute to their overall score Consequently, utilizing GO can assist students in achieving higher scores on this examination.
Graphic organizers are effective tools that actively engage students in their learning process By incorporating words, visual images, illustrative shapes, meaningful labels, and logical displays, these organizers cater to diverse language levels and multiple intelligences, particularly benefiting those who prefer visual learning.
Utilizing graphic organizers can create meaningful contexts for language learning, benefiting both English teachers and students This study aims to serve as a valuable resource for educators focused on reading instruction, providing insights into the effective use of graphic organizers Ultimately, it seeks to enhance students' reading skills while enabling teachers to refine their teaching methods.
These reasons have given me a desire to do a research entitled “utilizing graphic organizers to improve reading comprehension skill for the grade 11 th students at Nghi Loc 2 high school”.
The objectives of the study
- To study different types of GO
- To study the way how to apply GO in teaching reading comprehension
- To give some solutions to teaching reading skill in order to help students in Nghi loc 2 school to do the reading test more easily and correctly
The method of the study
The scope of the study
This study focuses on enhancing reading comprehension among 11th-grade students through the use of graphic organizers Conducted at Nghi Loc 2 High School, the research involved 41 students from class 11A1 during the 2022-2023 academic year.
The design of the study
The research study is organized into three parts as followed:
Part 1 supplies basic information including the reasons, objectives, methods, scope and design of the study
Part 2 studies the theory of reading comprehension, graphic organisers , types of graphic organisers, and their advantages in teaching and learning reading comprehension as well as deals with some difficulties faced by teachers and students I also mention some solutions and do surveys
Part 3 deals with the result analysis as well as the discussion of the data and draws the conclusion, and give suggestions.
INVESTIGATION
THEORETICAL BACKGROUND
I.1.1 The definitions of reading comprehension
Reading comprehension is a multifaceted process where the reader creates meaning through the interaction of their prior knowledge and experiences with the information presented in the text (Merisuo & Storm, 2006).
According to Grellet (1998: 3), reading comprehension is understanding written text or extracting the required information from it as efficiently as possible
Comprehension encompasses recognizing the significance of a message, understanding the writer's intentions, and inferring hidden or implied meanings beyond the text (White, 1997: 22).
Moreover, Howel (1993: 182) writes that comprehension is the act combining information in passages with prior knowledge in order to construct meaning
Reading comprehension is a complex process where the reader engages with the text, utilizing their prior knowledge and experiences to extract significant information This interaction allows the reader to understand the writer's intentions and infer hidden or implied meanings beyond the written words.
I.1.2 Types of questions in reading comprehension
Reading comprehension is essential for achieving a high score in the GRE verbal section To excel, it is important to practice reading comprehension questions diligently Although the topics covered in this section vary, the questions consistently adhere to specific patterns.
To effectively answer explicit questions, identify the keyword or phrase within the question and find the corresponding sentence in the passage Typically, these questions are sequential, meaning that the answer to an earlier question is located in the preceding part of the paragraph, while the answer to a subsequent question can be found in the later part.
The passage suggests that the proliferation of ragwort was particularly ill- timed because it…
According to Spears (2000: 17), the main idea is the central point of an author’s work, typically expressed in one or two sentences that encapsulate the overall theme This main idea can appear at the beginning, the end, or even as a combination of both within a paragraph, and in some cases, it may be entirely absent.
The main idea of a passage is often highlighted through frequent mentions throughout the text Typically, the primary purpose can be identified in the first two sentences of the passage and the opening sentence of each paragraph When addressing a 'Primary Idea' question, it is often effective to eliminate incorrect answers to arrive at the correct one.
The passage is primarily concerned with discussing the…
To effectively answer inference questions, begin by identifying the keyword or phrase in the question Next, locate the corresponding sentence and read the three consecutive sentences nearby While this question type may be challenging, consistent practice can enhance your skills and improve your accuracy.
It can be inferred that the “present-day intellectuals” (line 12) believe that… I.1.2.4 Tone of the Author Questions:
To assess the author's attitude towards a subject in the passage, focus on the tone reflected in the multiple-choice answers Eliminate options that convey a negative or disdainful tone to narrow down your choices Be aware that some answer choices may use less familiar vocabulary to express similar ideas, testing your understanding of language nuances.
The tone of the passage can best be described as…
Such questions challenge you to extend the author's reasoning to a similar situation and assess its applicability They are often the most complex, requiring a careful evaluation of the answer choices to identify which one aligns with the concept presented in the passage For instance, consider how the reasoning might hold in a different context.
In this type of question, three out of four options logically align with the author's argument, while one does not Your task is to identify the choice that is not supported by the text These questions are generally easier to tackle.
Each of the following is mentioned in the passage as an element of Douglass’ ideology EXCEPT
Such questions are likewise in the idea of inference and can be addressed effectively based on the substance of the passage.For example,
The above passage is most probably an extract from…
According to Spears (2000: xxvi), eight essential reading comprehension skills enable learners to read more systematically These skills include understanding the main idea, identifying the author's purpose, differentiating between the main idea and supporting details, making inferences, distinguishing facts from opinions, analyzing text structure, and employing techniques such as annotating, paraphrasing, and summarizing.
The main concern of the research is about how to find the main idea, explicit information, vocabulary, and inference Therefore, I would like discussing further on those aspects:
Vocabulary, as defined by Schwartz and Raphael (1985: 39), refers to the understanding of words and their meanings This knowledge is essential for reading comprehension, as it directly supports the ability to understand texts Students are encouraged to learn new words, which they can acquire through reading various materials such as books, magazines, and newspapers, or by listening to others read aloud.
Inference, as defined by McNeil (1992: 77), involves deriving ideas that are not explicitly stated According to Caroll, as referenced by McNeil, there are three key methods for making inferences: analyzing the nuances of verbal expression, employing reasoning, and engaging the reader's personal experiences to understand the emotions of characters within the text.
There are many definitions about graphic organizers Among them are from Bromley et al, Sousa, and Zwiers
Bromley, et al (1995:7) define graphic organizer as a visual representation of knowledge It is a way of structuring information, of arranging important
Graphic organizers are essential tools for organizing and representing knowledge, as well as illustrating the relationships between concepts (2005:192) According to Herley in Zwiers (2004:17), these organizers utilize geometric shapes or tables to visually demonstrate connections among various pieces of information.
2.2.4 -KWL Graphic Organizer
A KWL Graphic Organizer is a valuable tool for students, enabling them to document their prior knowledge about a topic, outline their questions and interests, and summarize what they have learned after engaging with various sources of information, such as reading, listening, watching, or observing.
See an example below based on a student who read a book about lizards and filled in the KWL Organizer before and after reading the book
I.2.3.The advantages of Graphic Organizers to reading comprehension
A graphic organizer is a visual tool that illustrates the relationships between facts, concepts, or ideas, making it a valuable pedagogical resource in educational settings Teachers utilize graphic organizers to clarify complex concepts, while students benefit from them as effective means to organize their thoughts, particularly in writing.
Graphic organizers are valuable tools for enhancing reading comprehension across all age groups, as they not only assess students' understanding but also motivate and develop their thinking skills According to Krasnic (2011, p.24), organizing and connecting key concepts from the text allows students to clarify their thoughts and sharpen their critical thinking abilities This cognitive activity plays a significant role in various categories of the cognitive process dimension, ultimately leading to improved critical thinking skills.
Graphic organizers enhance students' comprehension by illustrating the connections between different pieces of information, which they might not have recognized otherwise These tools are especially effective in aiding students to understand abstract concepts.
Utilizing graphic organizers enables instructors to assess students' prior knowledge on a topic, allowing teachers to make informed decisions on how to effectively deliver additional information related to the subject.
Graphic organizers represent information in pattern and graphic form, which can enhance learning by stimulating a student's interest and retaining his attention
Graphic organizers are effective tools that actively engage students in their learning by utilizing visual representations, including words, images, and symbolic patterns like conceptual, hierarchical, cyclical, and sequential formats These tools cater to various learning styles, particularly benefiting verbal, visual, and logical learners Additionally, students who excel in their strengths find it easier to demonstrate their reading comprehension through graphic organizers rather than traditional verbal responses to comprehension questions.
Research indicates that using graphic organizers aligned with the structure of reading passages can significantly enhance student comprehension and unlock their potential For sequential texts, lists or timelines are effective, while compare/contrast passages benefit from 2-column charts or Venn diagrams When dealing with texts centered around a main theme, employing mind maps or network trees can facilitate brainstorming and deepen understanding.
Graphic organizers are valuable tools that help students visualize and organize information effectively They serve as prompts for idea construction, information sequencing, writing planning, and enhancing reading comprehension By filling in the blanks, students can brainstorm, solve problems, compare and contrast ideas, and illustrate cause-and-effect relationships The use of color-coding in graphic organizers significantly aids in understanding and retaining information, making them beneficial for students in various learning aspects.
- Help students structure the writing project
- Encourage students to judge the pros and cons of making decisions
- Generate, classify ideas easily, and communicate in brainstorm
- Organize and compare essential concepts and ideas
- Sequence and break a story into the main elements (intro, rising action, climax, and more)
Teachers should utilize graphic organizers to enhance students' reading preparation, deepen their text comprehension, externalize their thoughts, and foster effective learning.
Using graphical organizers effectively can greatly decrease the time needed to reach the goals of a reading lesson for both teachers and students The selection of suitable organizers relies on the teacher's understanding of the topic, pedagogical content knowledge for planning and delivering an effective lesson, and awareness of language learners' needs to foster creativity and critical thinking—key skills for the 21st century.
I.2.4 How to Create a Graphic Organizer
Before creating a graphic organizer, it's essential to have a clear purpose in mind, as each type serves a specific function Ensure you select the appropriate organizer to effectively analyze or learn the information you need.
Usually, we can create a graphic organizer by hand drawing or digital software To create a hand-drawn one, you'll need a pencil, paper, eraser, ruler, and compass, etc
As graphic organizers are so popular for education use, teachers are recommended to create digital graphic organizers that support convenient sharing and printing
As you create graphic organizers, use the following tips:
- Incorporate color-coding information since it helps you in establishing connections, as well as distinctions, between ideas and details
- Avoid using sentences Instead, use phrases, words, symbols, and abbreviations to make content concise and easy to understand
- Color-codes, symbols, and abbreviations should make sense to you to make the diagrams useful
- Use arrows and numbers in showing the sequence of events
I.2.5 How to Use Graphic Organizers Effectively use any of these tools effectively in student learning, you should model how to utilize the organizer and explain to learners reasons for your selection based on the relevant topic Therefore, the chosen graphic organizer must align with the learning goal
Selecting a Venn diagram for an essay is an effective way to systematically compare two or three characters before starting the writing process When learners grasp the importance of their choices, including what they are writing about and why, they develop a stronger sense of purpose in their work.
Here is a summary of how to use graphic organizers effective:
To maximize the effectiveness of graphic organizers in your teaching, it is crucial to ensure that students fully understand how to utilize the selected organizer for the specific activity Graphic organizers are powerful tools that enhance comprehension and retention, particularly when used at strategic moments in the learning process By clearly explaining their purpose and application, you can help students leverage these tools to improve their learning outcomes.
- Practice: Give room to practically use multiple graphic organizers since students may have different preferences
- Use: Once students are fully conversant with different graphic organizers, allow them to select the most suitable tools for their future projects
Tips for Using Graphic Organizers Effectively
- The teacher model and guide students on how to make and use the organizers
- Use bullet points and sentence fragments rather than complete sentences to get ideas down and show how they are related
- For complex material, consider teacher-generated organizers and let students fill them partially
- Let students color outside the lines and make sketches to reinforce concepts
- Offer a variety of organizers for day-to-day use to let students get used to using graphic organizers
Graphic organizers are essential tools used before instruction to assess students' understanding of the content Teachers create pre-reading graphic organizers to structure lessons, introduce vocabulary, and activate prior knowledge, effectively preparing learners for the material ahead During instruction, these organizers enhance cognitive engagement by facilitating critical thinking and enabling students to create personalized learning maps that align with their individual learning styles.
PRACTICAL BACKGROUND
II.1 A description of the objects
The study involved 41 students from class 11A1, representing both urban and rural backgrounds, with over half being female and all aged 16 These students have been learning English for more than six years According to their grade 11 school reports, 15% were rated as very good, 20% as good, 45% as average, and 20% as poor in their English proficiency.
The study involved 41 students from Nghi Loc district, representing both urban and rural areas Among them, 23 were female, all aged 16, and they had been studying English for over a year.
In a study conducted over six years, it was found that during grade 11, students' English proficiency levels were categorized as follows: 15% ranked as very good, 20% as good, 45% as average, and 20% as poor To enhance their reading skills, students were trained to use graphic organizers, which helped them effectively decode information from reading passages.
II.2 Some difficulties of students and teachers in learning and teaching reading comprehension skill at Nghi Loc 2 high school
It is clear that the students in my school have encountered many difficulties in learning reading comprehension
Many students struggle with reading lessons due to low English proficiency, characterized by limited vocabulary and poor sentence structure Additionally, a lack of background knowledge contributes to their stress while reading Students often find it challenging to identify explicit information, comprehend texts, discern main ideas in paragraphs, and infer meanings effectively.
Many EFL students tend to mentally translate reading materials into their first language, which complicates their ability to answer comprehension questions effectively This time-consuming translation process often leads to inaccuracies, as students struggle to verify the correctness of their interpretations Additionally, they frequently read passages in fragments, hindering their ability to connect ideas and identify the main theme and its development throughout the text.
Low student motivation poses a significant challenge, as many learners do not value the support provided by their teachers They perceive the feedback from educators as lacking in depth and find the instructions insufficient for their needs.
Not only the students but also the teachers cope with numerous problems when teaching reading comprehension at my school
One of the primary challenges faced by my colleagues and me is the students' limited English proficiency, which is evident in their restricted vocabulary and difficulties in comprehending texts Additionally, the students' lack of motivation and insufficient background knowledge further complicate the teaching process.
One significant challenge in education is managing large and multilevel classes, particularly at Nghi Loc 2 High School, where classes often exceed 45 students This size creates a substantial gap in student abilities, with some students excelling in English while others remain unmotivated Consequently, teachers struggle to provide individual attention, making it difficult to monitor each student's engagement and progress effectively.
th students at Nghi Loc 2 high school
Contents of reading lessons in the English 11 th form textbook
The study utilized selected reading materials from English textbook 11 by Education Publishing House, featuring a mix of expository and narrative texts tailored for high school students.
Unit 1: Where do conflicts come from?
Unit 5: The Association of Southeast Asian Nations
THE SOLUTIONS
III.1 The necessity of the Solutions
To achieve success in reading comprehension, students must develop effective strategies Common challenges they face include identifying the main idea, locating supporting details, understanding vocabulary, and making inferences.
Graphic organizers serve as an effective teaching method that connects abstract concepts in texts to more tangible ideas, facilitating readers' understanding of intended meanings The specific objectives of employing graphic organizers in teaching reading comprehension include enhancing clarity and improving retention of information.
- Clarify and organize information into categories (main idea, supporting details, topic sentence, facts, opinion, etc)
- Organize information in a paragraph for better understanding
- Construct meaning of difficult words and sentence dividing into lexes
- Understand the context by associating with prior knowledge
- Identify conceptual and perceptual errors that may occur in the course of reading a passage
The implementation of graphic organizers has shown significant benefits in enhancing learning performance, boosting thinking skills, and fostering positive learning attitudes Given these advantages, it is believed that graphic organizers can effectively improve students' reading comprehension by aiding in the identification of explicit information, vocabulary development, understanding main ideas, and making inferences.
- Select the appropriate graphic organizers for classroom usage
- Encourage students to learn reading comprehension not only in the classroom but also outside the classroom to make them more familiar with different written English texts
- Clarify and organize information into categories (main idea, supporting details, topic sentence, facts, opinion, etc)
- Let students understand the context by associating with prior knowledge
III.3 Survey of urgency and feasibility
III.3.2 Contents and methods of survey
- Contents: whether the solutions are imperative and feasible
- Method: deliver students and teachers pieces of paper with some questions, let them tick on right column then collect and analysis
The sample is drawn from two sources, from 41 grade 11 th students and thirteen teachers of English who are teaching in Nghi loc 2 and Nghi loc 5 school
A total of thirteen teachers participated in the research, including six from Nghi Loc 2 High School and seven from Nghi Loc 5 High School, representing the entire teacher population at Nghi Loc 2 The ages of the teachers varied, ranging from their mid-twenties to nearly fifty years old.
III.3.4 Instruments for collecting the data
Data are gained through the employment of two research instruments, namely, questionnaires and observation, which will be discussed in detail below
This study will employ a questionnaire survey to gather data, utilizing carefully crafted written questionnaires tailored to the research objectives The focus will be on various scenarios related to providing feedback in English classrooms.
The study utilized two survey questionnaires—one for students and another for teachers—to assess their attitudes towards teaching and learning reading skills The surveys aimed to identify the challenges faced in the teaching and learning process, as well as to evaluate the effectiveness of various activities and the students' reactions to them.
Collect the data, analysis the results as formula: total marks ((c1*1)+(c2*2)+ (c3*3)+ (c4*4))
(∑) Total students or teachers who are asked
III.3.6 The result of the survey
1 1 Select the appropriate graphic organizers for classroom usage
2 2 Encourage students to learn reading comprehension not only in the classroom but also outside the classroom to make them more familiar with different written
3 3 Clarify and organize information into categories (main idea, supporting details, topic sentence, facts,
4 4 Let students understand the context by associating with prior knowledge
Based on the result of the study, I could see the urgency of the implementation of graphic organizer in teaching reading comprehension
A significant majority of students and teachers recognize the urgent need to implement the GO technique in teaching reading comprehension, with approximately 78 percent deeming it urgent or very urgent This method enhances their understanding of reading texts, leading to increased interest and motivation in the classroom By introducing GO, students are encouraged to activate their background knowledge, which further aids in their comprehension of the material Only a small percentage of students view the urgency of GO as minimal, highlighting its overall positive impact on learning.
For students, it is crucial to clarify and organize information into categories such as main ideas, supporting details, topic sentences, facts, and opinions, which scores 3.5 points Additionally, helping students understand the context by connecting it with prior knowledge is essential, scoring 3.3 points The remaining strategies are also very urgent, with scores ranging from 3.6 to 3.9 points.
To enhance reading comprehension, teachers must prioritize encouraging students to engage with various written English texts both inside and outside the classroom This approach is essential for familiarizing students with diverse materials, making it a critical focus for educators.
Select the appropriate ap graphic organizers for classroom usage
2 2 Encourage students to learn reading comprehension not only
3.75 0/41 1/41 1 8/41 32/41 also outside the classroom to make them more familiar with different written
3 3 Clarify and organize information into categories (main idea, supporting details, topic sentence, facts, opinion, etc)
4 4 Let students understand the context by associating with prior knowledge
The study indicates that the implementation of graphic organizers (GOs) in teaching reading comprehension is highly feasible, with over half of both students and teachers expressing strong agreement on their effectiveness.
The introduction of Graphic Organizers (GO) significantly increased student interest and motivation in the class This innovative technique effectively addressed various reading comprehension challenges, including understanding explicit information, vocabulary, identifying the main idea, and making inferences.
All of the students, nearly 99%, (3,6- 4 points) think that Clarify and organize information into categories (main idea, supporting details, topic sentence, facts, opinion, etc) is very feasible
For educators, two effective strategies include selecting suitable graphic organizers for classroom use and helping students connect new information with their prior knowledge These approaches are practical and can significantly enhance learning outcomes, while the remaining strategies are also highly feasible.
RESULTS AND DISCUSSION
IV.1 Results of the study
To evaluate student progress, I administered a post-test after implementing the GO method and compared the results with the previous scores This analysis focused on two sets of scores: the reading comprehension scores from both the prior condition and the post-test, as detailed in the following table.
Items of reading questions Before applying GO After applying GO
Dealing with Fact and opinion 53% 76%
The analysis of the data reveals a notable improvement in students' reading comprehension scores from the preliminary research to the post-test Specifically, the score for identifying the main idea increased from 46% in the pretest to 75% in the post-test, marking a 29% improvement Similarly, the ability to find supporting details saw a rise of 30%, with scores moving from 50% to 80% Vocabulary questions demonstrated a significant increase of 37%, with pre-test scores at 45% and post-test scores at 82% For fact and opinion questions, the pre-test score of 53% improved to 76% in the post-test, reflecting a 23% gain Additionally, the ability to make inferences showed a substantial enhancement, with scores increasing from 38% in the pre-test to 69% in the post-test.
Therefore, we can conclude that using graphic organizers while reading helps the students very much to comprehend a passage and to improve students’ reading comprehension performance
The use of graphic organizers in reading instruction significantly enhances students' reading comprehension These tools enable students to effectively identify and extract explicit information from texts, thereby improving their ability to locate clearly stated details Through this training, students become more proficient in understanding and analyzing written material.
Students are able to find the word meaning in a text Their skills improved as they were trained to reconstruct passage of the text into the graphic organizers
Students enhance their ability to identify the main idea in a paragraph through the use of graphic organizers during the teaching process They receive training to recognize problems and solutions within the text, which further aids them in pinpointing the main idea effectively.
Students demonstrated enhanced reading comprehension skills, as evidenced by their ability to infer the meaning and extract moral messages from texts Their scores showed a significant improvement, particularly after the implementation of graphic organizers, indicating a positive trend from pre-research to post-test assessments.
The students became more interested and motivated to join the class as they were introduced a new technique that is GO
The students were familiar with the text, so it encouraged the students to activate their background knowledge By activating their background knowledge, the students understood the text well
The researcher and teacher engaged in active discussions before and after their meetings, reflecting on and evaluating the teaching-learning process This collaborative effort aims to enhance teaching proficiency.
CONCLUSION
The effectiveness of Graphic Organizers (GO) in enhancing English reading comprehension is undeniable They not only aid students in understanding the text but also enable them to answer questions accurately.
The very first part is introduction which introduces the reasons, the objectives, research questions and organization
The literature review examines key theories relevant to the study, including the theory of Goal Orientation (GO) and theories related to reading comprehension This chapter provides an overview of the current state of English teaching and learning at Nghi Loc 2 School to better understand the challenges faced Additionally, it investigates the difficulties encountered in the teaching and learning of English.
The study utilized survey questionnaires and observations to gather reliable data on teachers' and students' attitudes towards the use of graphic organizers (GO) in reading comprehension Findings from nine classes highlighted various challenges faced by both teachers and students, including issues related to the syllabus and objective factors To address these difficulties, the researcher proposes the implementation of new teaching methods, offering solutions aimed at enhancing the learning and teaching of reading for both students and teachers.
Overall, getting students to motivate and to feel reading lessons interesting is not easy ans simple However, doing this has become more and more important in language teaching
Graphic organizers can improve students’ reading comprehension Furthermore, the classroom situation also improved fabulously It is also found that the students’ attitude toward reading is improved fantastically
This study serves as a valuable reference for teachers aiming to enhance teaching quality through effective techniques that improve students' reading abilities Additionally, incorporating graphic organizers in writing classes can significantly benefit students' English skills Therefore, it is essential for teachers to familiarize themselves with the use of graphic organizers.
Based on the previous experiences that the researcher gained during the action research, the researcher could give suggestions for betterment of students’ reading comprehension as follows
To improve students’ reading comprehension, English teachers should:
- Select and present material according to the students’ level and need
- Check readability of the text that is going to be applied for teaching
- Encourage students to learn reading comprehension not only in the classroom but also outside the classroom to make them more familiar with different written English texts
- Select the appropriate graphic organizers for classroom usage
- Explain graphic organizers explicitly when teachers gave modeling phase
To improve Students’ reading comprehension, students should:
- Develop reading comprehension ability through forming reading habit to enrich students’ vocabulary mastery
- Use actively all vocabularies that have been learned into different skills
- Train a lot in reading using different genre of the texts
- Monitor the comprehension by generating questions and explain back anything that has been learned
- Don’t be shy to ask or consult a teacher or other related expert when having difficulty
Bromley, K., Irwin-DeVitis, L & Modlo, M (1999) 50 graphic organizers for reading, writing & more : Reproducible templates, student samples, and easy strategies to support every learner New York: Scholastic Professional Books
Irwin-DeVitis, L and Pease, D (1995) Using graphic organizers for learning and assessment in middle level classrooms Middle School Journal, 26 (5), 57-
Langford, P A., Rizzo, S K., & Roth, J M (2003) Improving student comprehension in content areas through the use of reading strategies Illinois:
M.A Research Project, Saint Xavier University and Skylight Professional Development (ERIC Document Reproduction Service No ED478769.)
Chi Fan, Y (2010) The Effect of Comprehension Strategy Instruction on EFL Learners’ Reading Comprehension Asian Social Science, 6(8), 19-29 http://dx.doi.org/10.5539/ass.v6n8P19
Griffin, C C., & Tulbert, B L (1995) The Effects of Graphic Organizers on Students’ Comprehension and Recall of Expository Text : A review of the
Research and Implication of Practice Reading and Writing Quarterly:
Overcoming Learning Difficulties, 11(1) http://dx.doi.org/0.1080/1057356950110106
Anderson, N (1999) Exploring second language reading: issues and strategies Heinle & Heinle 53-56
Hoang Van Van, 2006, Eglish textbook 12 , Education Publishing House
APPENDICES Appendix 1: The pre- test Passage1: Read the following passages and answer the following questions:
You don't need to be a trained programmer to find online work, as the rise of new media has created numerous Internet career opportunities that require minimal technical skills One of the most recognized online job roles is that of a webmaster, though the specific qualifications and responsibilities can vary significantly based on the needs of each organization.
To create an accurate job description for a webmaster, it is essential to identify the specific hardware and software that the website will utilize, as different systems require distinct skill sets Additionally, the management of the website may vary based on whether it operates internally within the firm or externally on rented server space Furthermore, the responsibilities of the webmaster can differ depending on whether they will work independently or with a team provided by the firm These factors are crucial in defining the role and expectations of a webmaster.
Webmaster positions demand extensive knowledge of the latest computer applications, making it a specialized Internet career In contrast, there are numerous online jobs that still value traditional skills, particularly in content creation These roles require strong writing abilities and a keen understanding of the web as a form of "new media."
The term "new media" is challenging to define due to its ever-expanding array of technologies and skills It includes various forms such as websites, email, Internet technology, CD-ROMs, DVDs, streaming audio and video, interactive multimedia presentations, e-books, digital music, computer illustration, video games, virtual reality, and computer artistry.
Many Internet careers are shifting towards paid-by-the-job models, as companies increasingly outsource and contract freelance workers due to economic challenges This trend allows freelancers to tap into a global market of clients, enabling them to offer their services to companies beyond their home countries.
Salaries in these careers can vary significantly, with webmasters typically starting around $30,000 annually and potentially exceeding $70,000 Freelance writers online often earn between $40,000 and $70,000 per year.
1 What is the best title for this passage?
A The definition of “new media” B Internet jobs
C The job of Webmasters D People with Internet skills
2 According to the passage, which of the following is TRUE of webmasters?
A They work either independently or collaboratively
B The duties they perform stay almost unchanged
C Their jobs require a minimal level of expertise
D They hardly support hardware and software products
3 The word “identity” in paragraph 2 is closest in meaning to
A find out B pick up on C come across D look into
4 The word “them” in paragraph 2 refers to
A websites B tasks C hardware and software D skill sets
5 Which of the followings is NOT true about the job of the freelance writers?
A It may involve working with foreign companies
B It is considered a “content” job
C There is a high demand for traditional skills
D It requires deep knowledge of computer applications
6 The word “downsize” in paragraph 5 most likely means
A dismiss workers B decrease salary C go bankrupt D win new contracts
7 It can be inferred from the passage that
A only well-trained workers are advised to work online
B online workers can work full-time online
C becoming a webmaster is really easy
D workers with limited computer skills cannot make good money
Appendix 2: The post- test Passage2: Read the following passages and answer the following questions:
Contrary to common beliefs, there is no universal pathway for societal development, nor a single model for development strategies The Western development model, which views progress as a linear process primarily driven by economic factors, frequently clashes with the intricate social, cultural, and political aspects of societies that prioritize their unique values and goals Furthermore, the ideology of development has often harmed the social fabric and foundational traditions of communal solidarity in communities that have received development aid.
A culturally sensitive approach to development is essential for effectively addressing the interconnected social, economic, and environmental challenges facing the world Emphasizing cultural diversity and the dynamic interactions between cultures is crucial for creating sustainable and holistic development strategies Although the international community has started to recognize the importance of culture in sustainable development over the past two decades, the cultural aspect has not yet been fully incorporated into the development framework.
The 1987 Bruntland Report, titled "Our Common Future," emphasized that true development must be sustainable, meaning it should fulfill present needs without hindering future generations' ability to meet theirs At the 1992 Earth Summit in Rio de Janeiro, sustainability was defined through three key pillars: economic viability, social responsiveness, and environmental respect These pillars have since formed the foundation for significant standard-setting instruments.
The 2002 World Summit on Sustainable Development in Johannesburg emphasized the importance of cultural diversity as a crucial element in sustainable development, recognizing it as a cross-cutting factor rather than a separate pillar This perspective highlights the significant role cultural diversity plays in various development initiatives, including poverty eradication, biodiversity conservation, resource management, and climate change efforts.
(Source http //unesdoc unesco org)
1 It is stated in the first paragraph that
A There is no single model on which development strategies should be based
B The Western model of development has nothing to do the complex societie
C Complex societies are equally concerned with traditions and communal solidarity
D The development of a society is dependent on its social, cultural and political dimensions
2 The word "rooted" in the first paragraph is closest in meaning to
3 Which of the following is true about cultural factor according to paragraph 2?
A It has nothing to do with sustainably economic development
B It is the key to ensuring holistic development strategies
C It has not been considered with respect to development at all
D It has not been fully taken into account in development programs
4 The word "acknowledge" in paragraph 2 mostly means
A to be aware of the significance of B to regonize the participation of
C to increase the value of D to have understanding of
5 The word "its" in paragraph 2 refers to
6 Which of the following is true according to the passage?
A It was not until 2002 that cultural diversity was fully regonized
B Cultural diversity has been regonized for its significant role in sustainability
C A development strategy should be always designed basing on cultural diversity
D Cultural diversity helps ensure the success of development strategies and projects
7 Which of the following can be inferred from the passage?
A Cultural diversity has been a hindrance to sustainable development
B Cultural diversity should serve as the key dimension of sustainable development
C Cultural diversity sometimes gives strong foundation for sustainable development
D Cultural diversity serves as abroad base dimension for sustainable
1 1 Select the appropriate graphic organizers for classroom usage
2 2 Encourage students to learn reading comprehension not only in the classroom but also outside the classroom to make them more familiar with different written English texts
3 3 Clarify and organize information into categories
(main idea, supporting details, topic sentence, facts, opinion, etc)
4 4 Let students understand the context by associating with prior knowledge