INTRODUCTION
Rationale
English is a vital international language that plays a crucial role in academic achievement, professional success, and personal growth worldwide Its significance has increased alongside economic integration and globalization, making English proficiency essential for navigating today’s interconnected world Consequently, learning English is considered a fundamental responsibility for students, and it is a core subject in national examinations to ensure widespread language competence.
Reading is one of the most essential skills that language learners must develop, as it broadens knowledge and enhances other language abilities such as listening, writing, and speaking According to Anderson, "Reading is an essential skill for English as a second or foreign language and for many, reading is the most important skill to master" (p.14) Similarly, Carrell emphasizes that "For many students, reading is by far the most important of the four skills in a second language or foreign language" (pp.1-3), highlighting the critical role of reading proficiency in language acquisition and mastery.
In upper secondary school, reading is more important than speaking, listening, and writing skills because students primarily face grammar and reading-based examinations, with reading considered the most challenging Many students lack effective reading strategies, such as skimming and scanning, leading them to translate every sentence into Vietnamese in hopes of understanding the text through individual word meanings This focus on forms and details rather than main ideas hampers their ability to grasp the overall meaning and answer questions accurately, resulting in a waste of time during exams These difficulties are especially evident among twelfth-grade students in high school, highlighting the need for better reading strategy instruction.
I have chosen the subject "Focusing on scanning and skimming strategies to improve high school students’ reading fluency" to help students enhance their reading skills Implementing effective scanning and skimming techniques can significantly boost students' reading speed and comprehension Developing these strategies enables high school students to read more efficiently and with greater confidence By focusing on these targeted approaches, students can overcome reading difficulties and achieve better academic performance Ultimately, this study aims to contribute to improving reading fluency among high school learners through practical, strategy-based interventions.
Aims of study
- Investigating the importance of reading comprehension and some difficulties that the students face when learning this skill
-Identifying teachers’ and students’ attitude and assessment on using scanning and skimming in reading comprehension
-Evaluating the reality and the effectiveness of using scanning and skimming in improving students’ reading fluency
Scope of the study
The researcher carries out the investigation at Quang Xuong 1 high school to study the effectiveness of scanning and skimming in reading comprehension to improve the students’ reading fluency.
Research questions
1 What are teachers and students’ attitude and expectation of using scanning and skimming strategies in learning reading comprehension ?
2 What challenges do teachers have when focusing students on these techniques?
Method of the study
This study employs a mixed-methods approach, combining both quantitative and qualitative research techniques The quantitative method involves using questionnaires to examine students’ attitudes and expectations toward using scanning and skimming strategies in reading comprehension Meanwhile, the qualitative approach seeks to explore the effectiveness, difficulties, and suggestions related to these strategies through surveys and discussion sessions Data collection is conducted using questionnaires and tests to ensure comprehensive analysis of students’ learning experiences and outcomes.
Structure of the study
The study consists of five chapters as follow:
Chapter I : Introduction This chapter deals with the researcher’s reasons for choosing the topic of the study, the aims, scope of the study, research questions, method of the study and structure of the study
Chapter II: Literature review This chapter provides the theory about reading, reading comprehension, reading strategies as well as skimming and scanning strategies in reading
Chapter III: Method This chapter aims at stating the methods that the researcher applies to do the study This study is conducted as a survey research that employ both qualitative and quantitative approaches to collect data The quantitative analysis are used through the process of data collected from questionnaire and tests In addition, the qualitative approach is employed to deal with the data gathered from interviews with the randomly chosen students in order to obtain more in depth understanding The combination of these data collection methods will help the author achieve the aims of the study
Chapter IV: Finding and discussion The finding and discuss are based on the achieved result from the questionnaires, observation and interviews for both teachers and students and tests for students Chapter V: Conclusion is a review of the study, the limitations of the study and recommendations for further research
The study concludes with a comprehensive reference section that lists all sources and materials utilized, ensuring credibility and transparency Additionally, an appendix is included, containing the questionnaire designed for students and teachers, as well as student test materials, to support the research findings and facilitate further analysis.
LITERATURE REVIEW
Models of reading
Reading models explain how readers process printed texts to construct meaning, highlighting the translation of visual perception into cognitive analysis These models focus on understanding how individuals convert written words into understanding, from initial perception to comprehension There are three main theoretical models of the reading process extensively studied by cognitive and behavioral scientists: bottom-up, top-down, and interactive models.
The bottom-up approach, also known as phonics, involves decoding text by matching letters with sounds in a specific sequence, emphasizing a linear reading process where readers decode words and progressively connect them into phrases and sentences (Gray and Rogers, 1956; Kucer, 1987) This model focuses on recognizing individual letters, phonemes, and words, with meaning emerging from the word level to sentences and ultimately the entire text (Lisson and Wixson, 1991; Rumptz, 2003) It emphasizes a single-direction, part-to-whole processing of text, requiring readers to move through a series of steps from the smallest linguistic units to understand the overall meaning (James & Gentry, 2008).
The bottom-up model emphasizes that students start with perceptual processing of text, moving from recognizing individual letters to understanding larger units like clusters and words This approach involves building meaning in a linear sequence, where readers decode letters into words, then combine words into sentences and phrases, ultimately grasping the overall meaning of the text By focusing on the gradual progression from small to larger text units, this model supports effective reading comprehension through systematic decoding skills.
The bottom-up model has notable limitations in accurately representing the reading process, as it overlooks the reader's prior knowledge and its influence Additionally, it assumes a unidirectional approach, suggesting that higher-level information does not modify lower-level analysis However, in many instances, readers rely on semantic and syntactic context to correctly identify words, highlighting the importance of top-down processing in effective reading comprehension.
Top – down processing emphasizes the important of the reader’s background knowledge, or the schemata
The top-down model, as defined by Richards (1990), emphasizes the use of background knowledge in understanding a text, where readers connect their prior knowledge, situational context, and long-term memory schemas like "schemata" and "scripts" to interpret meaning This theory suggests that reading involves leveraging personal knowledge, expectations, and questions to engage with the text effectively Grabe (1988) further explains that reading in this model is not merely about extracting information but involves actively connecting the text with the reader's existing background knowledge, making reading a dynamic "dialogue between the reader and the text."
According to Nuttall (2005), the top-down reading process helps readers grasp the overall purpose of a text and predict the writer’s intentions, enabling better comprehension This approach involves readers reconstructing meaning by utilizing both the syntactic and semantic systems of the language Brown (2001) highlights that the top-down process relies on individual intelligence and experience to interpret the text, emphasizing the use of predictions and inferences The top-down reading model focuses on higher-order skills, allowing readers to make predictions based on their prior knowledge and revise these predictions when encountering new, incongruent information.
Top-down models, while valuable, have notable limitations Alderson (2001) explains that “the main drawback of the top-down approach is that readers do not know how prior knowledge is accessed from memory and utilized in comprehension.” Additionally, Samuel and Kamil (1988) highlight that this model is less effective when readers have limited prior knowledge of the topic, making it difficult to generate predictions and fully understand the text.
The interactive reading model combines both bottom-up and top-down processes, emphasizing their simultaneous interaction during reading Eskey (1988) highlights that this model recognizes the continuous influence of decoding skills and text interpretation in constructing meaning Effective reading requires readers to develop automatic decoding abilities while simultaneously refining interpretation strategies Achieving fluency and accuracy in reading depends on the constant interplay between these two processes, making both essential for comprehensive reading comprehension.
According to Rumelhart (1981), reading comprehension involves an interactive process where bottom-up, data-driven processing combines with top-down, conceptually-driven processing to cooperatively determine the most probable interpretation of the input Similarly, Carell (1998) explains that the interactive model suggests readers process text by starting with the linguistic surface representation encoded by the writer and ultimately construct meaning through this dynamic interaction.
The interactive model highlights the importance of both identification skills, depicted in the bottom-up approach, and global interpretation skills, derived from the top-down approach of making predictions and inferences This comprehensive approach suggests that the interactive model most accurately reflects the complex nature of the reading process.
Techniques of reading
Reading aloud involves looking at the text, understanding it, and verbally expressing it, serving as an effective way to convey necessary information to others (Doff, 70) Although this skill is rarely used in daily routines, it is essential in educational settings where students are asked to read aloud so that others can hear According to Doff, reading aloud typically occurs within the classroom environment, highlighting its importance as a teaching and learning tool.
( 1988, p.67) said “ reading aloud is not an activity we engage in very often outside the classroom” Reading aloud has both advantages and disadvantages
Reading aloud is a valuable technique for beginner language learners, as it enhances pronunciation, helps establish the connection between sounds and spelling, and allows teachers to monitor students' pronunciation progress Additionally, it serves as an effective classroom management tool However, some experts, like Greenwood (1985), argue that excessive focus on pronunciation during reading aloud may hinder students' ability to comprehend the text’s meaning, potentially limiting overall language development.
When students read aloud, they often focus solely on pronunciation rather than understanding the meaning of the text, which hampers their comprehension of the context Additionally, reading aloud can be time-consuming since students take turns, leaving little time for meaningful interpretation or completing comprehension exercises In the classroom, only the student reading is actively engaged, while others are either not listening or are listening to an inaccurate model Furthermore, slow reading speeds among some students extend the duration of lessons, reducing overall efficiency.
Reading aloud is an effective strategy for beginners learning a foreign language, as it helps establish the crucial connection between sound and spelling However, for advanced students, the purpose of reading extends beyond mere pronunciation, focusing more on comprehension When students are asked to read aloud, they may struggle to connect the reading with the meaning of the text, making it difficult to fully understand and complete comprehension exercises Although they can read words correctly, they often cannot accurately explain or recall what they have read Thus, simultaneous reading and understanding pose a challenge, emphasizing the need for strategies that develop both fluency and comprehension skills.
Practicing pronunciation can be an effective teaching strategy Educators should assess their students' reading levels to determine whether incorporating reading aloud into lessons is appropriate Tailoring reading activities based on student ability can enhance pronunciation skills and overall reading comprehension.
Silent reading accounts for the majority of reading activity and is the most common form of reading It is especially effective in educational settings for teaching and enhancing reading comprehension Silent reading allows students to focus deeply on understanding the text's meaning, making it a vital tool for effective learning and comprehension development.
Types of reading
Silent reading allows students to quickly grasp main ideas and deepen their understanding at their own pace, without needing to read every word This efficient approach enables learners to revisit the material if needed and supports better comprehension Additionally, silent reading helps teachers manage classroom activities more effectively.
Silent reading is a valuable technique for enhancing reading comprehension among students, allowing them to process texts effectively To maximize learning outcomes, teachers should occasionally integrate reading aloud with silent reading, as this approach helps improve students’ pronunciation and intonation Combining both methods leverages the strengths of silent reading and reading aloud, resulting in a more comprehensive and engaging reading lesson.
2.4 Type of reading: According to purpose, reading is categorized into two types: intensive reading and extensive reading
Intensive reading is a widely used approach in language education, focusing on in-depth exploration of short texts to understand their meaning and structure According to Grellet (1981), intensive reading involves reading short texts to extract specific information with a focus on accuracy and detail comprehension The primary goal is for students to develop skills such as identifying main ideas, recognizing text connectors, and expanding vocabulary and grammar knowledge Nuttal (1982) emphasizes that intensive reading typically requires close guidance from a teacher or specific tasks that encourage students to concentrate on the text, ensuring thorough understanding and skill development.
Intensive reading involves carefully analyzing shorter, challenging foreign language texts to achieve thorough and detailed understanding It is closely associated with teaching foundational reading skills, such as identifying the main idea, understanding detailed information, recognizing pronoun referents, and deducing the meanings of unknown words This approach helps learners develop essential reading components and enhances their overall language proficiency.
Intensive reading involves limited actual reading time due to various preparatory and follow-up procedures, including listening to teacher instructions, answering comprehension questions, engaging in discussions about the text, and completing post-reading activities, all of which are essential components of an effective reading process.
Reading speed tends to be slower in classroom settings because learners often pause to look up new words, ask teachers for definitions, or analyze texts word by word In intensive reading, students typically engage more with the teacher than with the text itself, emphasizing interaction over individual pace This approach can impact learners' overall reading fluency but enhances comprehension through guided practice.
Intensive reading is a valuable approach, but it has limitations in scope While it is not inherently ineffective, its primary focus is on detailed understanding and analysis of texts This means that intensive reading is best used alongside other methods to develop comprehensive language skills, as it emphasizes close examination rather than broader comprehension or speed Recognizing these characteristics helps educators and learners leverage intensive reading effectively within a broader language learning strategy.
Intensive reading is a fundamental classroom activity that enhances language learning Its effectiveness depends on how well teachers and students utilize this activity through targeted reading exercises When properly exploited, intensive reading significantly improves comprehension skills and vocabulary acquisition, making it an essential component of effective language education.
Extensive reading involves reading widely and in large quantities to build reader confidence and enjoyment Its primary goal is to achieve a general understanding of texts rather than focusing on specific details According to Brown (1989), extensive reading is aimed at gaining a general understanding of a text, while Carrell and Carson (1997) emphasize that it typically involves rapid, large-scale reading focused on grasping overall meaning rather than language accuracy This approach helps learners develop comprehension skills and foster a positive reading experience.
Extensive reading is a valuable tool for students' self-learning, fostering their reading habits and passion for reading through choosing topics they enjoy When integrated with instructional support from teachers, extensive reading becomes more effective, especially since it is often done silently outside the classroom, allowing students to use their target language for personal purposes It reinforces language items and structures introduced in class, enabling students to update and enrich their language skills by reading freely without pressure or the need for complete comprehension As an effective method for improving reading skills, extensive reading enhances vocabulary, spelling, grammar, and text understanding, while also cultivating a positive attitude toward reading Additionally, it provides enjoyment, promotes a broader knowledge of the world, and encourages lifelong learning.
Basing on the purposes of reading, people may be skimming and scanning as they are reading extensively
Extensive reading is an effective strategy for improving foreign language proficiency, as it allows learners to quickly grasp the meaning of texts and expand their vocabulary In the classroom, teachers should select appropriate reading materials that encourage students to develop a consistent reading habit This approach not only enhances language skills but also fosters a love for reading, making language learning more engaging and efficient.
Language learning strategies
Effective reading strategies are essential for both learners and proficient readers to successfully comprehend texts Utilizing these strategies enhances understanding and allows readers to grasp the meaning of written material more effectively Therefore, the deliberate use of reading strategies is crucial for learners to improve reading comprehension and achieve better academic outcomes.
5.1.Definition of language learning strategies Since the effective use of language strategies by learners play an important role in language learning, several attempts have been made to define the concept of language learning strategies
Rubin and Stern proposed that "the good language learner" exhibits unique strategies that others can learn from, highlighting the importance of effective learning techniques Since their initial insights, researchers have increasingly emphasized the role of specific learner strategies in successful second language acquisition, demonstrating that adopting these techniques can significantly enhance language learning outcomes.
Tarone (1980) defines a language learning strategy as encompassing both production strategies and learning strategies He considers these strategies as essential tools to develop linguistic and sociolinguistic competence in the target language, facilitating effective language acquisition.
According to O’Malley and Chamot (1990), learning strategies are defined as "the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information." These strategies can be either observable or unobservable, encompassing both mental and behavioral aspects of language learning Additionally, language learning strategies are characterized individually, highlighting the personalized nature of effective language acquisition techniques.
Oxford’s (1990) definition of language learning strategies is regarded as the most comprehensive and widely accepted, effectively capturing the affective aspects of language acquisition Research indicates that these strategies play a crucial role in enhancing language learning effectiveness by addressing learners' emotional and motivational factors Implementing effective language learning strategies can significantly improve learners' communication skills and overall proficiency.
“operations employed by the learner to aid the acquisition, storage, retrieval, and use of information” This definition clearly reflects the nature of language learning strategies
Selecting a single, comprehensive definition of learning strategies is challenging due to the numerous perspectives offered by researchers However, choosing a definition that encompasses key characteristics of learning strategies is essential for ensuring relevance across various research contexts The broad and adaptable nature of this definition makes it particularly useful for guiding studies and practical applications in education.
There are many different views about the definition of reading strategies depending on different scholars that is why there is no clear cut definition
Reading strategies are deliberate and active techniques employed by learners to improve comprehension, often as efforts to overcome understanding challenges (Garner, 1987) These cognitive operations help readers interpret and make sense of texts (Barnett, 2002) Effectively using reading strategies is essential for successful reading comprehension, and teachers play a crucial role in both understanding these strategies and instructing learners on how to apply them effectively.
In short, reading strategies can be considered as the way readers use in their interaction with the written text to help them get effectiveness in their reading
2.5.2.The Nature of Reading Strategy
Effective reading strategies are essential for developing comprehension, as any reading process involves deliberate techniques to construct meaning from text According to Cohen (1998), the term “strategies” encompasses both general approaches, such as forming hypotheses about how a language functions, and specific techniques aimed at improving language skills, like enhancing reading comprehension Strategic reading is a hallmark of expert readers, highlighting the importance of employing targeted tactics to achieve better understanding and language mastery.
Being an expert reader involves employing effective strategies for extracting meaning and comprehending text, which is fundamental to developing strong reading skills Strategic reading encompasses specific techniques that students and teachers use to solve problems and achieve their objectives in understanding and controlling information These strategies are essential for enhancing overall reading effectiveness and fostering better comprehension skills.
Strategic reading is defined by Tankersley (2003) as the techniques teachers provide to help learners organize and make sense of a text While effective readers often demonstrate individualized strategies, mastering these approaches is essential for enhanced comprehension Since some strategic reading skills can be taught, learning from skilled readers offers valuable educational benefits, making it a worthwhile skill for educators to promote in the classroom.
Reading comprehension strategies are essential tools that enable students to efficiently extract and understand information from texts These strategies enhance reading speed and comprehension, allowing learners to grasp the content more quickly and effectively By employing effective reading strategies, students improve their overall understanding and retention of written material.
2.5.3 The Importance of Reading Strategies
Many students in the educational system struggle with reading comprehension, finding it challenging to grasp the overall meaning of texts despite understanding individual words and sentences Research indicates that these students often lack effective reading strategies, which are essential for decoding information and becoming active, purposeful readers Without proper reading strategies, learners find it difficult to overcome comprehension problems, highlighting the need for targeted techniques and activities to enhance their reading skills.
Research highlights the crucial role of reading strategies in improving reading comprehension According to McNamara et al (2009), reading strategies are especially beneficial for learners with limited reading knowledge and lower reading skills, as these learners rely heavily on such strategies to understand texts Continuous practice of reading strategies helps learners become more skilled, eventually enabling them to apply their reading skills automatically and with less conscious effort, thereby enhancing overall reading proficiency.
Effective reading strategies are essential for learners as they are designed to meet individual needs Implementing these strategies enhances concentration and makes the learning process more effective As a result, students experience greater success in their academic pursuits.
Some strategies of reading
According to Magiliano (1993), a prediction strategy involves thinking about what might come next in the text, which effective readers utilize by examining pictures, headings, text, and their personal experiences to make informed predictions before reading This approach helps readers anticipate information and events in the text, enhancing comprehension Jessica also emphasizes that predicting while reading encourages readers to think ahead and engage more deeply with the material Incorporating prediction strategies is essential for improving reading comprehension and making reading a more interactive experience.
Predicting is a vital reading strategy that encourages learners to anticipate what might happen next based on the text, author, and their background knowledge This process stimulates students' interest, activates prior knowledge, and can involve pre-teaching challenging vocabulary or concepts By making predictions, learners engage more deeply with the material, using the text to confirm or refute their guesses and enhance comprehension.
Predicting is a vital reading strategy that helps readers anticipate upcoming content by using information from the text and diagrams, enhancing overall comprehension By making predictions, readers actively engage with the material, envision future events, and connect prior knowledge to new information, which fosters better understanding and retention This approach encourages critical thinking and problem-solving skills, prompting readers to reflect and evaluate the text for deeper meaning Moreover, when students relate their prior knowledge to what they are reading, they become more interested and motivated, leading to improved comprehension and longer-lasting memory of the material.
Inferences are evidence-based guesses that involve using prior knowledge to interpret a text, as explained by Prezler (2006) Zimmermann (2009) describes inferences as “reading between the lines,” where readers are encouraged to draw conclusions the author expects them to reach He emphasizes that “drawing inferences from text” is a technique requiring readers to combine their schema and textual information to make judgments, develop critical insights, and interpret meaning beyond what is explicitly stated Therefore, inferences are the conclusions a reader derives about implied content based on the explicit information provided by the author.
Inferring can be challenging for students, as it requires understanding the full meaning of a text To develop this essential reading comprehension skill, students need explicit instruction on when and how to make inferences Teachers can support learning through strategies like think-alouds, discussing wordless picture books, and engaging activities such as charades The skill of inferring is closely linked to both science and literacy, as it involves using prior knowledge and textual clues to draw thoughtful conclusions When students infer, they actively search the text, apply personal knowledge, and construct meaning beyond the literal words, enhancing their overall comprehension skills.
Guessing the meaning of unfamiliar or new words is one of the biggest challenges students face in reading comprehension According to Clark (1980), the most effective strategy is to infer the meaning from context, allowing readers to save time and continue reading smoothly without frequent dictionary references Developing the skill to infer word meaning from context is essential and can be improved with practice Several methods and techniques can assist students in enhancing this skill, leading to better overall reading comprehension.
Guess the meaning of the text which surrounds it
The way the word is formed
Background knowledge of the students about the subject 2.6.4 Self - Monitoring
Self-monitoring is a vital process that involves students actively reflecting on, assessing, and working towards their academic, behavioral, and social goals According to Hanson (1996), the ability to self-monitor performance is a natural progression towards independence, as students learn to take responsibility for their own behavior This development enables students to become more autonomous learners and responsible individuals.
“agents of change” Furthermore, self-monitoring can be used both to assess where students are functioning academically and behaviorally and to improve academic or behavioral performance
Self-monitoring is a crucial skill that students frequently engage in during reading, allowing them to pause and ask questions, identify confusion, self-correct decoding errors, and use strategies to stay on track Students who can effectively self-monitor are better equipped to understand and navigate a text independently Conversely, students who struggle with self-monitoring tend to move through texts without stopping, even when they encounter decoding errors or comprehension difficulties To improve these skills, students often need multiple prompts and additional practice opportunities to develop effective self-monitoring strategies.
Summarizing is a crucial last strategy for readers, involving organizing or restating the main ideas of a text in their own words after comprehension It requires condensing extensive information into a concise version that highlights only the key points According to Oxford (2006), summarizing is "a short description of the main ideas or points of something without any details," making it an essential skill for effective comprehension and communication.
Summarizing is a vital skill that teaches students how to condense extensive texts into their main points for clearer understanding It helps learners identify essential ideas and support details, improving comprehension By focusing on key words and phrases, students can effectively extract and remember the most important information, making their study sessions more efficient.
Summarizing builds comprehension by helping to reduce confusion Teachers train students to process the information they read with the goal of breaking down content into succinct pieces
Skimming is a vital reading strategy for quick and efficient comprehension, allowing readers to grasp the main points and the author's intention without focusing on specific details Grellet (1982) describes skimming as rapidly going through material to identify key ideas rather than answering precise questions Nuttal (1982) emphasizes that skimming helps determine the relevance of a text to one's research or to stay superficially informed on a topic Wood (1990) explains that skimming includes previewing techniques like browsing chapter headings, sub-headlines, and content pages, as well as glancing through newspapers to catch main items through headlines Overall, skimming provides an overview of the text, making it useful for assessing relevance, setting the scene for detailed reading, and understanding the general structure of the material.
To teach skimming effectively, teachers should encourage students to read the beginning or end of a text or paragraph, as these parts often provide key statements related to the topic Skimming helps students predict the purpose, main message, and supporting ideas of a passage, giving them a “head start” for focused reading Additionally, skimming enhances students’ ability to organize their thoughts and identify key information, making subsequent reading more efficient and effective.
Skimming is a essential reading comprehension technique that allows readers to quickly grasp the main ideas of a text without focusing on the details It is recommended to introduce skimming early in reading instruction to give students an overview of the material, aiding their overall understanding later However, beginners and young learners may find skimming challenging due to limited language confidence and knowledge, making it a technique that requires careful guidance and practice.
Scanning is a highly effective reading comprehension strategy, defined by Williams (1986: 100) as the process where a reader quickly searches through a text to find specific information It involves skipping unnecessary words and focusing only on key words related to the question or information sought, enabling faster reading and efficient data retrieval Practicing scanning helps readers identify relevant details swiftly by recognizing specific types of words and using vertical eye movements, making it ideal for everyday tasks like locating TV listings, phone numbers, or sports scores To scan effectively, readers must understand the structure of the material and comprehend the content to locate the desired information accurately Overall, scanning enhances reading speed and allows for quick access to important details.
Scanning is a vital reading technique that enables students to quickly grasp the main idea of a text The key to effective scanning is identifying what specific information to look for and knowing where to find it within the text Its primary purpose is to extract targeted details efficiently without reading the entire passage, making it an essential skill for quick comprehension.
Reading strategies instruction
Reading strategies are essential for enhancing reading comprehension, particularly for struggling readers According to the U.S Department of Education (2014), comprehension strategies are routines that help readers make sense of texts Struggling readers require explicit instruction in these strategies to improve their understanding Teachers play a crucial role in guiding students to apply strategies effectively across various content-area texts through methods such as introducing words, providing feedback, offering clear explanations, and encouraging strategic use in different situations Consistent practice of these strategies helps students become more flexible in their use and effectively solve reading comprehension challenges.
2.8 The importance of scanning and skimming strategies in reading comprehension
Reading comprehension remains the most challenging aspect for many students, often hindered by poor reading habits Students frequently struggle because they rely on habits such as using their finger or pencil to follow words line by line or reading aloud to understand the text Additionally, many students translate each sentence into Vietnamese, believing that understanding individual sentences will lead to overall comprehension They tend to depend heavily on dictionaries for word meanings and focus more on the form and details rather than grasping the main ideas and overall meaning, which impedes effective reading comprehension.
Skimming and scanning are effective strategies for enhancing students’ reading comprehension and fluency According to Nuttall, skimming involves quickly glancing through a text to find specific information, helping students grasp the main ideas and organization of the material These techniques enable students to understand the tone and intonation of the writer, making reading more efficient Scanning allows learners to locate precise details within the text, making reading faster and more purposeful Overall, utilizing skimming and scanning helps students navigate reading materials efficiently and improves their overall comprehension skills.
2.9.How to use skimming and scanning effectively
Skimming is a quick reading technique that involves rapidly moving the eyes over the text to grasp the main ideas and gain a general overview of the content This strategy is particularly useful in three different situations: when you need to preview material before in-depth reading, when you're trying to determine the relevance of content quickly, and when managing large volumes of information efficiently Employing skimming can help save time and improve overall reading effectiveness.
Skimming is a comprehensive previewing strategy that provides a more accurate understanding of the upcoming text It helps readers predict the main ideas, organization, and purpose of the material, offering insights into the writer's perspective and point of view Additionally, skimming allows readers to assess the difficulty level and determine the text’s usefulness for their needs, making it an effective technique for efficient reading preparation.
Reviewing : Skimming is useful for reviewing text already read
When reviewing previously read text, readers can grasp the main idea without rereading the entire content, as key information is often in the first sentence of each paragraph Skimming allows readers to quickly locate facts, understand the overall topic, or find answers to specific questions by scanning the surface of the text This efficient reading strategy helps readers review content more effectively while saving time.
Reading : Skimming is most often used for quickly reading material that, for any number of reasons, does not need more detail attention
Skimming allows readers to quickly grasp the main ideas of a text, making it an effective strategy for understanding long passages, especially when answering comprehension questions This technique enables students to focus only on relevant parts of the text that help them find answers, rather than reading every word By decoding the location of key ideas, readers train their minds to concentrate on the main topic without the need for translation or detailed reading When skimming, it is important to focus on key words such as the topic, descriptive adjectives, abstract terms, and punctuation markers, which help identify the essential information quickly This approach improves reading efficiency and comprehension, particularly in test or academic settings.
In order to read the text that uses skimming strategy effectively, readers should follow steps:
+Reading the title It is the shortest possible summary of the content
+Reading the introduction or lead – in paragraph
+Reading the first paragraph completely
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-Reading the final paragraph completely
Scanning is an effective reading strategy used to quickly locate specific facts, names, dates, or statistics within a text without reading it in full This technique allows readers to efficiently cover a large amount of material to find precise information To use the scanning strategy effectively, students should focus on identifying keywords and relevant sections, enabling them to quickly locate the desired facts Mastering scanning improves reading efficiency and helps in quickly retrieving important information from texts.
To enhance your focus and retrieve relevant information effectively, always keep in mind what you are searching for Visualizing a clear image of the word or idea in your mind increases the likelihood of recognizing it amidst surrounding content Anticipate the form in which the information may appear, such as numbers, proper nouns, or specific keywords, to improve your search accuracy This focused approach helps you identify valuable details quickly and efficiently.
Effective scanning begins with analyzing the organization of the content beforehand If the material is familiar or concise, students can often scan the entire text quickly in a single search Identifying which parts to focus on is essential, which is why understanding the generic structure of the text can greatly facilitate efficient scanning Students should practice letting their eyes run rapidly over several lines at a time to locate relevant information quickly.
When students locate a sentence containing the information they need, it is important to read the entire sentence carefully Doing so ensures they understand the context and obtain accurate details Carefully reading complete sentences helps students answer questions more accurately and efficiently, saving valuable time during exams or study sessions This approach enhances comprehension, improves retention, and boosts overall academic performance.
2.11.Skimming and scanning training procedure
The teacher effectively trained students to identify main ideas through skimming and to locate specific details using scanning, by teaching proven strategies for approaching texts The strategy training method employed in this study was adapted from established teaching approaches to enhance students’ reading comprehension and analytical skills.
To identify the main ideas in a text, students should skim for key information by examining titles and headings They can then read the first and last paragraphs to grasp the overall message, or read the first paragraph in full along with the first sentences of each subsequent paragraph This approach helps them determine the main ideas quickly and effectively.
How to use skimming and scanning effectively
Skimming is a quick reading strategy that involves rapidly moving the eyes over text to capture the main ideas and gain a general overview of the content This method is particularly useful in three specific situations, helping readers efficiently identify key information and determine the relevance of the material Incorporating skimming into your reading habits can enhance comprehension and save time when reviewing large volumes of text.
Skimming is a comprehensive pre-reading strategy that provides a more accurate overview of the upcoming text compared to simple previewing It helps readers predict the main ideas, organization, and purpose of the material, offering insights into the writer's perspective By effectively skimming, readers can assess the difficulty and usefulness of the text, making it easier to determine its relevance and prepare for detailed reading This prediction technique enhances comprehension and serves as an essential step in effective reading comprehension and study strategies.
Reviewing : Skimming is useful for reviewing text already read
When reviewing previously read material, readers can quickly grasp the main ideas without rereading the entire text Most key points are typically found in the first sentence of each paragraph, making it easier to understand the core message Skimming enables readers to efficiently locate specific facts, summarize the main topic, or find answers to particular questions by scanning the surface of the text This approach allows for effective review with less time and effort.
Reading : Skimming is most often used for quickly reading material that, for any number of reasons, does not need more detail attention
Skimming allows readers to quickly grasp the main ideas of a text, making it an effective strategy for understanding long passages, especially when answering comprehension questions This technique enables students to focus only on relevant sections of the text, helping them identify key information without reading every word When skimming, readers use their minds to locate main ideas and prioritize important details such as topics, descriptive adjectives, abstract concepts, and punctuation words By concentrating on these key words, readers can understand the overall message of the text efficiently while reducing reading time.
In order to read the text that uses skimming strategy effectively, readers should follow steps:
+Reading the title It is the shortest possible summary of the content
+Reading the introduction or lead – in paragraph
+Reading the first paragraph completely
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Diving into the text reveals key clues such as proper nouns, dates, and specific enumeration that answer questions of who, what, when, where, and why Unusual or capitalized words catch attention, indicating significance or proper nouns, while qualifying adjectives like "best," "most," or "worst" highlight priority or superlatives Special formatting such as italics, boldface, or underlining emphasizes crucial points or keywords, making the content more engaging and SEO-friendly Recognizing these elements helps craft coherent, keyword-rich paragraphs that improve search engine visibility and reader comprehension.
-Reading the final paragraph completely
Scanning is a strategic technique used to quickly cover large amounts of material in order to locate a specific fact or piece of information It is particularly useful for finding exact details such as names, dates, statistics, or facts without reading the entire text To use the scanning strategy effectively, students should focus on identifying keywords and relevant sections, enabling them to efficiently pinpoint the needed information while saving time.
When searching for information, it's essential to keep a clear mental image of the target word or idea, as this focus increases the likelihood of the relevant information standing out Visualizing the specific details, such as expected formats like numbers or proper nouns, helps anticipate how the information will appear, making your search more efficient and effective.
To effectively scan a text, students should first analyze its organization before beginning Recognizing familiar or brief material allows for quick coverage, making it essential to identify specific sections to focus on Understanding the generic structure of the text helps streamline the scanning process Additionally, students should let their eyes move rapidly over several lines simultaneously to locate relevant information efficiently.
When students locate a sentence containing the information they need, it is important to read the entire sentence carefully This ensures they understand the full context and receive accurate information By thoroughly reading complete sentences, students can improve their comprehension and answer questions more efficiently within a limited time.
2.11.Skimming and scanning training procedure
The teacher instructed students on how to efficiently skim for main ideas and scan for detailed information by teaching effective reading strategies The strategy training method employed in this study was adapted from established teaching approaches to enhance students’ understanding and application of these techniques.
To effectively identify the main ideas, students should skim the article by examining the title and headings, then read the first and last paragraphs to grasp the core message Alternatively, reading the entire first paragraph and the first sentence of each subsequent paragraph helps students determine the main ideas efficiently This strategy enhances comprehension and ensures a clear understanding of the text's key points.
Effective skimming practice for students involves limiting reading time to focus on quickly grasping main ideas rather than detailed reading Teachers should guide students to highlight key points and answer preliminary questions before reading to enhance comprehension Breaking the text into sections for discussion helps students identify core concepts incrementally During skimming exercises, students are instructed to glance through the material to understand its overall structure and main ideas, often answering questions about major points and the general outline Allocating a few minutes for note-taking after skimming, without referring back to the text, reinforces quick information retrieval Practicing under time constraints encourages efficiency, and questions should target broad understanding rather than subtle details Overall, simple, global questions help students develop their ability to quickly extract essential information through effective skimming techniques.
Students can effectively improve their reading skills by scanning for key details in a text Teachers should encourage students to identify important information quickly by asking targeted questions about names of countries, dates, times, or people This practice involves either scanning the entire text for answers or focusing on specific paragraphs, helping students develop the ability to locate essential information efficiently Implementing these strategies enhances comprehension and supports effective information retrieval according to SEO principles.
To improve students' reading efficiency, scanning exercises should be completed quickly under timed conditions, with questions provided beforehand to guide focused information retrieval Teachers should encourage selective reading by posing targeted questions, using grids or tables, and instructing students to scan for specific words or facts, emphasizing speed as essential to effective scanning After completing reading tasks, teachers should review answers with students, discussing strategies used, analyzing mistakes, and highlighting clues in the text through underlining or highlighting to enhance comprehension While the primary focus is on skimming and scanning, teachers should also demonstrate other strategies such as understanding rhetorical structures, guessing meanings from context, and predicting content, fostering the transfer of these skills beyond the classroom for more comprehensive reading comprehension.
Skimming and scanning training procedure
This chapter will explore the methodology to be applied in the study by discussing the detail: the participants, the instruments and the procedure of data collection and analysis
This study utilizes a mixed-methods approach, combining both quantitative and qualitative data collection techniques to ensure comprehensive insights Quantitative analysis is conducted using data gathered from questionnaires and tests, providing measurable and statistical information To complement this, qualitative data from interviews with five randomly selected students out of eighty is analyzed to gain deeper understanding and contextual perspective The integration of these methodologies enables a thorough exploration of the research objectives, enhancing the overall validity and depth of the study.
This study investigates students' and teachers' attitudes and expectations toward learning reading comprehension using skimming and scanning strategies It also evaluates the effectiveness of these techniques in enhancing students’ reading fluency Participants included both teachers and students from Quang Xuong 1 High School, with all identities kept anonymous to ensure confidentiality.
Seven teachers participated in the study, providing valuable insights Among them, some are pursuing an MA in Applied Linguistics and English Teaching Methodology, highlighting their commitment to professional development in language education.
Seven experienced teachers, aged between 35 and 45 with over 10 years of English teaching, participated in a questionnaire to explore effective strategies for enhancing students' reading fluency through scanning and skimming techniques.
METHODOLOGY OF STUDY 3.1 Research methodology
Participants
This study explores students' and teachers' attitudes and expectations toward learning reading comprehension through skimming and scanning strategies It also assesses the effectiveness of these techniques in enhancing students' reading fluency Participants included both teachers and students from Quang Xuong 1 High School, ensuring a relevant context for evaluating the strategies' impact To maintain confidentiality, no names of administrators, teachers, or students were disclosed in the research.
Seven teachers participated in the study, with several currently pursuing Master’s degrees in Applied Linguistics and English Teaching Methodology, highlighting their commitment to professional development in language education.
Seven experienced teachers, aged 35 to 45 with over 10 years of English teaching, participated in a questionnaire to explore effective methods for enhancing students’ reading fluency through scanning and skimming strategies.
Eighty students from classes 12C6 and 12C1 at Quang Xuong 1 High School participated in a questionnaire to provide valuable insights for the researcher Most of these students have been studying English since lower secondary school, indicating their long-term exposure to the language The participant group includes both male and female students who are preparing to take the national examination, where English is a compulsory subject This study aims to understand students' English learning experiences and their readiness for the upcoming national tests.
Instruments for data collection
This research employed main data collection methods: questionnaire and tests Specially, questionnaires were distributed to both students and teachers
Questionnaires are among the most widely used data collection tools by researchers According to Hammer (1986), a questionnaire is a popular method for gathering data because it allows researchers to efficiently collect information in field settings Additionally, data obtained through questionnaires are more suited to quantification compared to descriptive or discursive data, making them valuable for statistical analysis and research conclusions.
A questionnaire is a list of questions provided by the researcher to participants, who are asked to complete it accordingly This method offers the significant advantage of assessing various factors that influence students' reading skills across a large sample size As a result, questionnaires enable accurate collection of data, making them an effective tool for understanding the key elements affecting reading proficiency among students.
There are two main types of questionnaires: multiple-choice and open-ended Multiple-choice questionnaires allow participants to select one or more answers from a list provided by researchers, providing structured responses to specific questions In contrast, open-ended questionnaires require participants to express their own ideas and suggestions in their own words, especially when predefined options are not permitted This method is particularly useful for collecting students’ personal insights and opinions on various topics, offering richer qualitative data.
This study utilized two sets of questionnaires—one for teachers and one for students at Quang Xuong I High School—to assess their attitudes, perceptions, and challenges related to implementing the reading comprehension strategies of skimming and scanning The teacher questionnaire (Appendix A) included seven questions designed to explore educators’ views and experiences, while the student questionnaire (Appendix B) comprised eight questions with multiple-choice options to understand students’ perceptions and difficulties These questionnaires provided valuable insights into the effectiveness and challenges of teaching and learning skimming and scanning strategies.
3.3.3 Interview The interviews aim to reaffirm the collected results from the questionnaire and observation Moreover, the interview can help researcher get information quickly and directly Therefore, to collect data, besides questionnaire and classroom observation, researcher can interview both teachers and students
The study involved conducting interviews with both teachers and students to gather comprehensive insights Teachers were interviewed using a predefined checklist of questions after observing their reading lessons, allowing them to share their perspectives, ideas, and teaching experiences Similarly, five randomly selected students from the experimental classes participated in informal interviews, designed to foster relaxed interactions and ensure the collection of reliable information These student interviews were conducted either after observing reading sessions or during break times, providing valuable feedback on the learning process.
This study evaluates the effectiveness of scanning and skimming strategies in improving students’ reading fluency through a final achievement test The research involved two groups: an experimental class that utilized scanning and skimming techniques and a control class that did not Both groups completed pre-tests and post-tests consisting of multiple-choice questions designed to assess reading comprehension The results aim to demonstrate whether students using scanning and skimming strategies outperform those who did not, providing insights into the impact of these methods on enhancing reading skills.
Data collection procedure
The research was conducted through the following steps:
Step 1: The research gave two classes ( experimental class and controll class) a reading test as the pre- test
Step 2: The researcher taught reading lessons for 8 weeks During that time, experimental class was taught with scanning and skimming strategies and controll class has reading lessons with different method
Step 3: An attitude survey was done in the experimental class to investigate their opinions about the use of scanning and skimming strategies in their reading lesson Then all participants in both class took a post – test which has the same level with the pre- test The purpose is to measure the effects of using scanning and skimming strategies in teaching reading skill
Step 4: The result from the questionnaire, interview and two tests were analyzed to find out the answers for the research questions
To obtain the adjectives above, the questionnaire was designed with 8 questions focus on the following main aspects that the researcher would like to investigate.
Data analysis
The researcher conducted data analysis by first reviewing related previous studies to establish a solid foundation Then, they designed questionnaires, interview questions, and tests to gather relevant data The collected data were categorized based on teachers' and students' attitudes toward using scanning and skimming strategies in reading comprehension, as well as the effects and challenges faced in learning these strategies Data were systematically arranged, analyzed, and presented in an organized manner, with findings and discussions derived from the categorized data Due to a small sample size, the data were analyzed manually using descriptive statistics and interpretations, which were then displayed through charts and tables Finally, the researcher drew conclusions and provided implications based on the analysis.
Summary
This chapter details the study's methodology, including participants, data collection methods, procedures, aims, and data analysis To achieve the research objectives, the researcher utilized questionnaires, informal interviews, and tests, ensuring diverse data sources Employing multiple instruments enhances the reliability and comprehensiveness of the collected data, supporting accurate and valid research outcomes.