Research on teaching reading comprehension of information texts for 2nd graders through vietnamese learning books 2 kết nối tri thức với cuộc sống

ACKNOWLEDGMENTS First of all, we would like to express our sincere thanks to teachers in Directors of Hanoi Capital University, the Board of Directors of Pedagogy, teachers in the Depar

HANOI METROPOLITAN UNIVERSITY

FACULTY OF EDUCATION -

RESEARCH ON TEACHING READING COMPREHENSION OF INFORMATION TEXTS FOR 2 ND GRADERS THROUGH VIETNAMESE LEARNING BOOK 2 – “KẾT NỐI TRI THỨC VỚI CUỘC SỐNG”

THESIS OF GRADUATION Branch: Primary education

Ha Noi, 2023

HANOI METROPOLITAN UNIVERSITY

FACULTY OF EDUCATION -

NGUYỄN THỊ TÚ

RESEARCH ON TEACHING READING COMPREHENSION OF INFORMATION TEXTS FOR 2 ND GRADERS THROUGH VIETNAMESE LEARNING BOOK 2 – “KẾT NỐI TRI THỨC VỚI CUỘC SỐNG”

THESIS OF GRADUATION Branch: Primary education SUPERVISOR: NGO THI KIM HOAN

Teacher signed

Ha Noi, 2023

ACKNOWLEDGMENTS

First of all, we would like to express our sincere thanks to teachers in Directors

of Hanoi Capital University, the Board of Directors of Pedagogy, teachers in the

Department of Philology and Pedagogy for creating conditions for us to approach

and learn about the innovations taking place in schools and improve add your own

valuable experiences through the topic of Teaching reading comprehension of

information texts for grade 2 students, Vietnamese book series "Ket noi tri thuc voi

cuoc song"

I would like to express my deep gratitude to Ms Ngo Thi Kim Hoan – who directly

guided and encouraged us to complete this project With enthusiasm to guide and

help, Ms Ngo Thi Kim Hoan has guided us on good test directions, providing useful

materials so that we can complete this research topic

I would like to thank my family and relatives for creating favorable conditions for me

to complete the task of studying and researching the topic

This is my first time acquainted with a scientific research topic, so errors and

shortcomings are inevitable We look forward to receiving comments from teachers

and friends so that we can learn from experience and have conditions to learn more

Thank you very much!

Sincerely, Hanoi, November 2023

DECLARATION OF AUTHORSHIP

We would like to assure you that this scientific paper is the result of my own research The results of this study do not coincide with any of the available works If I am wrong, I take full responsibility

Sincerely, Hanoi, November 2023

(Signed)

Tu Nguyen Thi Tu

CONTENT

INTRODUCTION 9

1 The reason for undertaking this study 9

2 The aim of the study 10

3 Research objects and subjects 10

4 Research mission 11

5 The scope of the study 11

6 Research methods 11

7 The significance of the study 12

8 The organization of the study 12

CHAPTER 1: THEORETICAL AND PRACTICAL BASIS OF THE TOPIC 12

1.1 Literature review 12

1.2 Rationale of the topic 15

1.2.1 Some basis concepts 15

1.2.2 Psychological characteristics of grade 2 students and the process of learning to read and understand information texts 20

1.2.3 Position and role of teaching reading comprehension of information documents for grade 2 24

1.2.4 Requirements for reading comprehension skills of grade 2 25

1.3 Scientific basis of teaching reading comprehension of information texts to grade 2 26

1.3.1 Mechanism of reading and application to determine the process of training information text reading skills for grade 2 26

1.3.2 From the audio level of the language and the application to read out loud the information text for grade 2nd 28

1.3.3 From the semantic level of the text and the application of reading

comprehension of information texts for grade 2 30

1.4 The practical basis of the topic 32

1.4.1 Contents of teaching reading comprehension of information for grade 2 students in the book series "Ket noi tri thuc voi cuoc song" 32

1.4.2 The reality of teaching - learning to read and understand information texts for grade 2 students in the direction of capacity development 36

Conclusion of chapter 1 44

CHAPTER 2 GUIDE TO ORGANIZING THE READING OF INFORMATION TEXTS FOR 2ND GRADERS 45

2.1 Rules for organizing reading comprehension for 2nd graders 45

2.1.1 Promote student positivity 45

2.1.2 Diversify forms, methods and means of teaching 46

2.1.3 Integrated and differentiated teaching 48

2.2 Fostering and developing reading comprehension competencies for students 52 Grade 2 52

2.3 Teaching methods of reading comprehension of information documents for grade 2 54

2.3.1 Visual method 54

2.3.2 Conversational method 56

2.2.3 Training methods 59

2.2.4 Problem statement method 61

2.2.5 Group discussion method 64

2.2.6 Learning game method 67

2.2.7 Methods of memory training 69

2.3 Organizing reading and comprehension of information documents for grade 2 students 71

2.3.1 Preparing for teaching hours 71

2.3.2 Classroom steps of the 2nd grade reading comprehension lesson 71

Conclusion of chapter 2 74

CONCLUSIONS AND RECOMMENDATIONS 75

1 Conclusions 75

2 Recommendations 76

REFERENCES 79

APPENDIX 80

LIST OF TABLES

Table 1-1: Information text readings in the “Ket noi tri thuc voi cuoc song” book series, volume 1 32 Table 1-2: Information text readings in the “Ket noi tri thuc voi cuoc song” book series, volume 2 33 Table 1-3: Survey results on the current situation of teaching reading comprehension for grade 2nd students in the direction of capacity development 36 Table 1-4: Survey results on the actual situation of learning to read texts through 2nd graders in the direction of capacity development 40

INTRODUCTION

1 The reason for undertaking this study

During the life of President Ho Chi Minh once said: "If the sprout is green, the tree will be strong; when the bud is green, the leaves will be fresh, and the fruit will be good; if children are properly educated, the nation will be self-sufficient Independent" Children are the "green sprouts" of the country's future, carrying the historical mission of the nation, so children's education is always the top issue of all countries And primary education is the initial level of basic education, which plays

a vital role in training the young generation to develop comprehensively "Children enter into the spiritual life of people around them only through the medium of their mother tongue and vice versa; the world around the child is reflected in it only through this instrument." (K.A Uscinski) Because of this, in the primary program, Vietnamese is considered a central subject, occupying an important position and having a large capacity and time The mission of the Vietnamese subject is to equip students with traditional Vietnamese knowledge and to forge students' skills in using Vietnamese in the communication process (including listening, speaking, reading, and writing) and develop thinking Reading is one of the activities that play a significant role in Vietnamese and is considered the golden key to helping students open the treasure of human knowledge and science Reading practice is responsible for forming language competence for students, which is the initial essential requirement of each person when going to school It's a learning tool for other subjects Through reading, students understand the beauty and beauty of the Vietnamese language, fostering healthy emotions and, at the same time, forming and developing good abilities and qualities

In the general education curricula of many countries around the world, especially those with a developed educational background, information texts are considered essential texts in the life and learning of students Therefore, in the Vietnamese Language Curriculum 2018 (Ministry of Education and Training, 2018), information text is one of the two main documents to practice reading comprehension skills for primary school students Texts account for a small amount in the corpus

system but have been specified into specific requirements to be met in the output standards in each class

How do I improve the capacity to teach reading comprehension of information texts for teachers and the ability to receive information texts for primary school students? How to organize teaching reading comprehension of this type of text? Those are the questions the researcher wants to ask in this article to improve the quality of teaching reading comprehension for 2nd-grade students through Vietnamese learning book 2 - "Ket noi tri thuc voi cuoc song"

Recognizing the importance of information texts in teaching reading comprehension for primary school students and based on the reading comprehension requirements of this text in the 2018 Vietnamese Curriculum, within the framework

of this topic, focused on clarifying some concepts (reading comprehension, reading comprehension ability, informative texts), pointing out the role of reading comprehension of information texts for 2nd-grade students, surveying the characteristics of reading teaching content Understood in the program, textbook Vietnamese 2 - the book series "Ket noi tri thuc voi cuoc song." Since then, the researchers have proposed ways to organize teaching information texts in the Vietnamese language curriculum for grade 2 through the book series "Ket noi tri thuc voi cuoc song" to guide the students' cognitive process to construct the meaning of the text actively and actively

2 The aim of the study

The aim is to study and find out how to organize the teaching of literature and information in the Vietnamese language curriculum for grade 2 through the book series "Ket noi tri thuc voi cuoc song" to guide the students' cognitive process to master the language, construct the meaning of the text in a positive and active way Through that, students can form and develop skills in using Vietnamese (listening, speaking, reading, writing) in which reading is considered the top skill

3 Research objects and subjects

The object of the research is the information text and the Vietnamese book series “Ket noi tri thuc voi cuoc song” grade 2

4 Research mission

Research tasks include:

● Studying the theoretical and practical basis of the topic

● Studying methods to develop reading comprehension and information for 2nd graders Vietnamese book series "Ket noi tri thuc voi cuoc song"

● Experimenting with teaching, reading comprehension, and text information for grade 2 students in Vietnamese book series " Ket noi tri thuc voi cuoc song"

5 The scope of the study

The topic delves into the study and research on teaching direction information texts for 2nd-grade students, a set of Vietnamese books "Ket noi tri thuc voi cuoc song."

6 Research methods

To complete this scientific research, we used the following research methods:

6.1 Theoretical research methods

Methods of collecting theoretical sources: Studying several documents, materials related to teaching direction information text for students in grade 2 Vietnamese book series "Ket noi tri thuc voi cuoc song" Methods of total analysis of multi-collected data sources

6.2 Practical research methods

Methods of observing students' activities, communicating with teachers; attend time, observe the expressions of teachers and students (in terms of perception, attitude, behavior)

6.3 Statistical methods

Statistical methods of information text contained in textbooks episode 1 and 2

to help easily identify the topics as well as the readings of the textual texts From there, it will help teachers and students actively search and research about information text

7 The significance of the study

In the Primary Vietnamese curriculum, information texts usually have the following categories: rules, single words, letters, lists, reports, news, table of contents, and texts that present and explain relevant issues historical, cultural, and social All genres are extremely useful, popular, and important in people's lives Primary school is at the age of being curious about the world around, wanting to discover the miracles outside of school and family life, teaching information texts helps students to be interested in learning and have knowledge of nature, society, science, etc

8 The organization of the study

In addition to the "Introduction", "Conclusion" and "References", the main content of the thesis is presented in three chapters:

Chapter 1: Theoretical and practical basis of the topic

Chapter 2: Guide to organizing the reading of information texts for 2nd graders

CHAPTER 1: THEORETICAL AND PRACTICAL BASIS OF THE TOPIC 1.1 Literature review

For a long time, the idea of reading comprehension has been flourishing and developing from ancient times until later to been focused on research to be associated with the needs of modern life of people Reading comprehension is an active cognitive process of people to help them evaluate, enjoy works, and express their thinking style through intuitive and hunch contemplation This process will be about character education, qualities, and cultural competency training for students Moreover, teachers can pay little attention to the amount of literary knowledge but pay more attention to basic and essential knowledge so that students can better apply

it in reading comprehension Thus, the reader understands what the text was written, what information there is, and how that information applies to practical life Reasoning and reading comprehension do not stop with abstract generalizations about nature; the process of cognitive thinking will go from vivid visualization to abstract thinking and lead to practical life We can understand that man is a high-level animal

and possesses intelligence Wisdom must be competently incorporated into human thinking Reading comprehension works must always be created so that readers learn and see the meaning and content of the text Each reading text includes logic, feeling, generalizing, evaluating, feeling, and judgment In addition, it also reflects and raises fundamental issues of life and society Therefore, reading comprehension is an important task It encapsulates recognizing the form of words — what is considered

a signal To understand someone else's discourse is to find its place in the corresponding context All understanding is directed towards a positive purpose and expects the response of the listener and reader Therefore, all understanding of the idea of the work is due to dialogue in communication from the author's work with the reader Thereby, readers will notice the meaning of the work as the interaction between the writer and the text based on words Reading comprehension is considered one of the essential skills in human language, so reading comprehension of information texts is also content that attracts research from many educational scientists and linguists in the world and our country

The field of reading and understanding information texts has emerged strongly and achieved many outstanding achievements Many works of general nature with large capacity even have summaries edited into volumes to update and supplement topical research; each volume with a large capacity has proved the attractiveness and multifaceted of the problem and the psychology of researchers

In Vietnam, the term reading, and comprehension appeared in the curriculum

of high school teachers from 2000 to 2002, demonstrating the innovation of teaching information texts Many educators have focused on this issue, such as Nguyen Thanh Hung, Tran Dinh Su, Nguyen Thai Hoa, Nguyen Thi Hanh, Pham Thi Thu Huong, and Nguyen Thi Hong Nam, along with several other researchers The authors have published many research papers and articles related to the problem of reading comprehension of information texts in primary school, which are printed in prestigious books and journals Absorbing research achievements in the world, reading comprehension researchers in Vietnam have recognized and analyzed to clarify the complex nature of reading comprehension activities at many levels, such

as cognitive level, psychological level, cultural level, and the pedagogical level The concept of reading – comprehension is also considered through different angles, such

as key concepts of reading – comprehension; response and response in the process of reading–reading comprehension; reading – comprehension theory model; reading comprehension skills In this form of reading – comprehension, readers' creative and active role, including student readers, is more clearly expressed than ever Research

on reading comprehension and teaching reading comprehension in primary school has the following typical authors and works:

Author Nguyen Thi Hanh in Teaching reading comprehension in primary school (Hanoi National University Press, 2002) said: Teaching reading comprehension helps equip students with an important skill not only within Vietnamese subjects If people have reading comprehension skills, they will have access to reading culture and then have the necessary education and experience In addition, author Le Phuong Nga in the work Vietnamese teaching methods in primary school 2, mentioned the tasks to be done when organizing the reading process for primary students, including understanding the topic of the text, understanding the lesson name, words, sentences, paragraphs, Clarify the main idea of the text, practice text response skills

Alternatively, in the Journal of Education, No 495 (term 1-2/2021), author Do Xuan Thao, in an article titled Teaching reading comprehension of information texts

in primary school said: "Meanwhile, the practice of teaching reading comprehension

of information texts shows that: basically, we read this type of text to acquire common scientific information or knowledge, turn it into your knowledge to use in learning and life That purpose alone makes reading information texts different from reading literary texts." Informative texts provide a wealth of helpful information about many areas of science When students acquire information through information texts, they will have a rich source of understanding and knowledge about life "Read not only with technology but also with the soul; read with the cultural contract, with a consistent experience Reading literature is reading people, reading the writer's personality to perfect his personality

Furthermore, therefore, each image and every detail in the work is also a hint for visualization, imagination, and comparison for the reader to perceive Read literature to see people, to see times." That is the opinion of author Nguyen Trong Hoan about the role of reading comprehension for people in general and students in the article "Some opinions on reading comprehension of Language Arts texts in high school" (Journal of Education, No 143, 1/8)

The author Tran Dinh Su approved the article "Literary Texts and reading comprehension, printed in the Teacher Training Document of the School of Philology." (2013) emphasizes that reading activity is the most critical stage in teaching Language Arts today because this activity connects to fostering reading ability, interrogation, fostering thoughts, emotions, and noble personality The above works only stop at the level of studying the concepts and importance as well as the role of reading comprehension in Vietnam; this is the suggestion for us to continue our topic: Research on teaching reading comprehension of information texts for 2nd graders through Vietnamese learning book 2 – "Ket noi tri thuc voi cuoc song."

1.2 Rationale of the topic

1.2.1 Some basis concepts

1.2.1.1 Reading

Reading is looking at written symbols and letters and understanding their meaning It is one of the four primary language skills: listening, speaking, and writing Reading is usually the third language skill students learn in their native language - it comes after listening and speaking

When we read, we look at written symbols (letters, punctuation, spaces) and use our brains to convert them into words and sentences that have meaning to us We can read silently (in our heads) or aloud - speaking every word we read

To be able to read, we need to be able to:

- Identify the words we see (word recognition)

- Understand what they mean (comprehension)

- Connect words and their meaning so that reading is automatic and accurate (fluency)

Sometimes, it can be possible to decipher the meaning of writing without identifying all the words It is most common when reading someone's handwriting, which might be messy People can still make out the main point of their words, but recognizing some words takes time and effort

Students can also identify words that need to be understood It can happen when students encounter a new word that they have never seen before It is possible to decode and sound it out, but the only way to make meaning from it is to look at the context in which the word is used or to look up the definition of it in a dictionary or

on the Internet

In some cases, it is impossible to make any meaning from them at all! For example, Lewis Carroll's classic poem The Jabberwocky is famous for using nonsense words When we read the poem, we can identify and pronounce the words

on the page, but they are mostly nonsense

Reading fluency brings word recognition and comprehension together It is the last main skill that's needed to be able to read Fluency allows students to read smoothly without getting stuck on their words It can take much time and practice for many readers to become completely fluent Some teachers may use echo reading to help children develop fluency Even then, some texts can take advantage of our need for fluency by adding extra spaces that make us pause

Overall, reading involves using the skills of word recognition, comprehension, and fluency together Reading is a receptive skill that allows us to receive information As people read this, they should receive information and learn something new (or reinforce what they already know) Being able to read gives people access to a wealth of information not accessible to them before People can learn and discover new things and widen their vocabulary Reading also allows us to access stories from around the world Stories help shape children (and adults), and they have proven to make us more empathetic Reading stories lets us step into somebody else's

shoes and shows us a new perspective of the world that we might have never seen or considered Reading is not just crucial for enjoying literature (though being able to read novels and poems is a benefit!) It helps in every aspect of life

For children in school, reading is essential for every subject, not just English

In math, reading is vital for understanding word problems In science, people need to

be able to read and comprehend the instructions before they begin an experiment Beyond education, reading is vital for everyday life We read all the time without even realizing it We read road signs, instructions, and packaging on food words are everywhere!

1.2.1.2 Reading comprehension

" Reading comprehension" is a topic studied by many authors; each person's different eyes and approaches have different conceptions: "Reading comprehension

is the activity that occurs concurrently with information capture and cognitive reading

to understand what read and comprehend the text's impact" (Duong Thi Huong, 2015) "Reading comprehension is a communicative activity in which the reader comprehends written speech to change his understanding, feelings, or behavior." (Nguyen Thi Hanh, 2002) "Reading comprehension " specifies the act of reading and the purpose of reading to understand This concept consists of two elements of reading and understanding that are related to each other." (Hoang Bach Viet, 2019) Although each author has a different view of "Reading Comprehension," the concept of it still has something in common: the interaction process between the reader and the text After "reading," readers will switch to "understanding" by using cognitive manipulations, thinking, and understanding to absorb text information Therefore, after each reading comprehension text, we will see questions and ask the reader to respond to the text The reading process is only effective when the reader is active and interested in reading and understanding the text

Reading comprehension is not only done when studying Vietnamese and doing exercises but also practiced daily Therefore, reading comprehension is a skill and a capacity - reading comprehension ability Reading comprehension ability "includes

the following components: Knowledge of texts, strategies for reading comprehension; skills in performing actions, reading comprehension; Willingness to perform academic tasks, life tasks that require reading comprehension" (Nguyen Thi Hanh, 2014) According to Pisa (2015): Reading comprehension is the ability to understand, use, reflect, and relate to written texts to achieve goals, develop knowledge and potential, and participate in society

Through the above two concepts, reading comprehension is the ability to decipher text to understand the content and message the text wants to convey Along with that is to combine the process of understanding oneself and then responding to the text, using the text in solving personal and life problems through one's knowledge

to achieve specific goals that have been set

1.2.1.3 Information text

Reading comprehension is a requirement for all readers with different types of texts, including reading comprehension of information texts - one of the essential types of texts in the life and learning of students Many research authors have different conceptions and approaches to information texts Author Do Xuan Thao (2021) said that information texts mainly provide information about people, things, and phenomena or guide activities based on objective data, facts, and scientific knowledge Unlike literary texts, information texts are primarily written to convey information or knowledge: "Basically, we read this type of text to transform the information or knowledge in the text into our knowledge to always use it in learning and life or as material for the future." (Pham Thi Thu Hien, 2014) That purpose alone makes reading information texts different from reading literary texts With information writing, the goal of reading comprehension will be to develop in students the ability to read correctly and critically with texts written and presented in different forms and methods to receive and process information for daily communication, learning, and productive labor, contributing to improving learners' knowledge and life skills With literary texts, the goal of reading comprehension will be to give students the ability to perceive and enjoy literature These competencies will foster and enhance learners' cultural capital through their understanding of language and

literature Since then, it has educated, formed, and developed students' pure and noble humanistic thoughts and feelings since then

Informative texts often appear in textbooks of subjects, brochures, newspapers, websites, Etc So, it can be traditionally printed texts or digital ones 1.2.1.4 Teaching organization

Teaching became a profession in the landmark work of A.M Carr-Saunders and P.A Wilson (1933), who identified sixteen professions, including teaching As

we can recall from an earlier discussion, teaching is based on a body of knowledge Teaching practitioners pass through a rigorous path of discipline orientation before being brought into the teachers profession They commit themselves to the cause of teaching throughout their life A code of conduct binds them After assessing their occupational situation, people pursuing a profession come to associate in a 'professionally meaningful' fashion Such professional organizations promote the professionalization of the occupation by contributing towards professional identity, solidarity, autonomy, and status

Thus, teachers' organizations are formed to promote their members' interests through political and social action, collective bargaining, publication, conferences, and training They foster the welfare and security of their members, facilitate information exchange, and generate and promote codes of conduct Some of them even openly operate as direct pressure groups in the formulation of public policy Teachers' organizations vary in membership, internal governance, goals and activities, and effects These variations are found among nations, organizations within nations, and over time within individual organizations

The teachers' organizations provide an opportunity for teachers to participate

in the affairs of the profession, serve as a liaison between teachers on the one hand and the administrators and the public on the other, and assist in legislative campaigns has been recognized Thus, it would be difficult to exaggerate the importance of teachers' organizations for the effective functioning of teachers as professionals

The National Policy on Education (1986), highlighting the role of teachers' organizations, states that teachers' associations must play a significant role in upholding professional integrity, enhancing the teacher's dignity, and curbing professional misconduct National-level associations of teachers could prepare a code

of professional ethics for teachers and see to its observance The Curriculum of Action document (November 1986), which followed the National Policy on Education, reemphasizes that "strong, unified and responsible teachers' associations are necessary to protect the dignity and rights of teachers and ensure proper professional conduct of teachers It is advisable to encourage the development of such associations Professional associations of teachers should be encouraged to develop

an awareness of teachers towards their professional growth and development It is necessary to stress the need for the democratic functioning of all organizations in the absence of which they tend to break into small groups, and their credibility and capacity to serve the cause suffers" (NPE, 1986: 23.10)

1.2.2 Psychological characteristics of grade 2 students and the process of learning to read and understand information texts

Generally, primary school students, especially 2nd graders, have a common psychological trait of being adaptable, receptive to new things, and always looking to the future Children are attracted to information and social knowledge, so when reading information texts, they are interested and want to learn about them However, this age group also lacks high concentration, memory, and conscious attention, needs

to be well-developed, and easily shows hyperactivity and emotion Children remember quickly and forget quickly, so when they must read texts that provide too much information, they cannot remember important information

Moreover, students' perceptions reflect specific, intuitive properties of things and phenomena and occur when they directly affect the senses With illustrations that help students easily remember information and knowledge Therefore, grade 2 computer materials often have pictures, photos, and examples containing necessary information Not only is the development of perception, but the intentional attention

of primary school students could be more vigorous; the ability to adjust attention has

a strong will Year 2 students will be drawn to the information they like and may miss other information when reading the text Memory plays a vital role in students' lives and activities, thanks to memory, students can accumulate that experience to apply in life Visual-figurative memory develops more prevailing than verbal-logical memory for primary school students

The thinking of new school children is concrete thinking based on the intuitive characteristics of specific things and phenomena The ability to analyze, synthesize, abstract, generalize, judge, and the reason is not good, so the pictures, photos, and questions after the information reading help guide second graders' thinking and reasoning skills

Primary school students often have many good personality traits, such as innocence, inquisitiveness, sympathy, and altruism Affection is an essential aspect

of every person's psychological and personal life Affection is a special place for primary school students because it is a critical stage in connecting consciousness with children's activities Positive emotions stimulate a child's cognition and motivate him

to be active Primary school students' feelings form in their lives and learning process Therefore, the class 2 information text topics, such as Family, Nature, and Fatherland, are close and familiar but extremely important Grade 2 students will improve their understanding and knowledge of familiar topics through information texts to build more feelings and good actions

1.2.2.1 Perceptual

The period between 6 and 8 years of age is one of the significant cognitive changes for children Children begin to have a change from preschool to adolescence, from a life dominated by fantasy to a life that begins to be dominated by logic and reason Children begin to see themselves as more autonomous individuals, capable

of solving fundamental independent problems When children recognize the "right" way of doing things, they invest more time and energy in getting things done in the expected way

Children 6 to 8 years old can better understand the relationship between cause

still appear self-centered Children need to be aware of right and wrong at this point, requiring proper guidance from parents and teachers

When it comes to cognitive development at this age, it is impossible not to mention the following:

- Improve listening skills and the ability to follow instructions

- Children's drawings will be more sophisticated and focused on details

- Understand what is related to each other and be able to present an issue coherently

- Moving towards abstract thinking, children can look at pictures and tell a story according to their rich imagination

Developing reasoning skills, the adult may be surprised when children's 6-year-old reasoning tells them about a problem Memory is also improved, and grouping objects

by size, shape, and color is possible Children already understand numbers and

can-do simple math problems such as addition and subtraction

1.2.2.3 Fantasy

The imagination of primary school children has grown richer than that of preschool children thanks to their developed brains and increasingly seasoned experience However, their imagination still bears some of the following salient features:

At the beginning of primary school, the imaginary image is simple, unsustainable, and changeable Through this, educators must develop children's thinking and imagination by turning "dry" knowledge into emotional images, asking them open-ended questions, engaging them in group activities and group activities so that they can develop their rational cognitive process comprehensive

1.2.2.4 Remember

The figurative type of visual memory prevails over verbal memory - logical Stage 1,2 machine mnemonics develop relatively well and are more dominant than meaningful memorization Many students do not know how to organize meaningful memorization, do not know how to rely on fulcrums to memorize, do not know how

to generalize or build an outline to memorize materials

Understanding this, educators must help children know how to generalize and simplify all problems, help them determine what is important content to remember, the words used to express the content to remember must be simple to understand, easy to grasp, Easy to memorize and especially must form in children the psychology

of excitement and joy when remembering knowledge

1.2.2.5 Language

Most primary school students have fluent spoken language When children enter grade 2nd, written language begins to develop Thanks to language development, children can read on their own, learn on their own, be aware of the world around them and discover themselves through different information channels

Language plays a very important role in children's sensory and rational perception processes, thanks to language, children's feelings, perceptions, thinking, and imagination develop easily and are expressed specifically through children's spoken and written language On the other hand, through a child's language ability, it

is possible to assess the child's intellectual development

Language plays such a very important role, so educators must improve children's language skills at this stage by directing children's interest in verbal and non-verbal books, be it literature, comic books, fairy tales, etc Children’s newspaper

At the same time, you can also tell children or organize storytelling contests to read poetry, write newspapers, write stories, teach children how to write in a diary, All

of them can help children acquire a rich and diverse language

1.2.2.6 Attension

At the beginning of primary school, children's intentional attention is weak, and their ability to control and control attention is limited At this stage, unintentional uncle prevails over intentional attention Children currently are only interested in subjects and lessons with vivid and attractive visual aids, many pictures, games, or beautiful and gentle teachers, … Children's attention span is weak and unsustainable, unable to concentrate for a long time and easily distracted during learning

Knowing this, educators should assign children tasks or assignments that require their attention and should be limited in terms of time Pay attention to apply flexibly according to the early or late primary school age and pay attention to the individuality of the child, this is extremely important and directly affects the educational outcome of the child

1.2.3 Position and role of teaching reading comprehension of information documents for grade 2

Information texts are very popular and useful texts in everyone's learning and life, especially for primary school students The content of information texts has a high effect in forming and fostering life skills, developing comprehensive competencies for students Informative texts will help students learn learning methods, learning to work, learning to live life with relationships with people and nature, learning to affirm their own values in life Along with reading comprehension

of literary texts, teaching reading comprehension of information texts will help students become capable of reading to meet the requirements of learning and life Information documents in the Vietnamese Primary curriculum mainly have types such as: rules, letters, letters, lists, reports, news, table of contents, presentation documents, explanations of historical, cultural, and social issues Most genres of information texts are presented objectively, honestly, without fictional, imaginary elements; through this text, the reader, the listener understands exactly what is

described, introduced Primary school students are at an age when they are curious about the world around them, want to discover miracles outside of school life, family, teaching information texts to help students be interested in learning and have knowledge about nature, society, and science, In the Vietnamese curriculum in grade 2, information texts are documents introducing animals, utensils, documents guiding a simple activity including symbols, information texts can be student lists, book table of contents, timetables, timetables Information texts are about 110-140 words in length Thereby, information texts provide simple knowledge and skills (heliographic), suitable for age psychology so that students can easily absorb knowledge

When teaching information texts to primary school students, it is required that teaching activities "extract" information from the text are significant for life skills education for students in a particular situation; form and generalize a general understanding of texts; explain to students the content and form of the text copy; thereby, inculcating the information and knowledge that the text contains has the effect of developing the capacity of learners

1.2.4 Requirements for reading comprehension skills of grade 2

Reading comprehension is a very important goal in the Vietnamese curriculum

2018 The following are some requirements for reading comprehension of information texts for grade 2 students, stipulated in the Vietnamese curriculum 2018:

Reading Comprehension Form:

+ Identify some types of simple and common information texts through the characteristics of the text: Book table of contents, list of students, timetable,

timetable, text introducing animals, objects or documents guiding the implementation

of an activity

+ Recognize the sequence of events and phenomena mentioned in the document

Contact, compare and connect:

+ State useful information for yourself from the text

+ Identify basic information of text expressed through titles, illustrations, and image captions

Extended reading: In 2 academic years, read a minimum of 18 information texts

of the same text style and length as the learned texts

1.3 Scientific basis of teaching reading comprehension of information texts to grade 2

1.3.1 Mechanism of reading and application to determine the process of training information text reading skills for grade 2

Reading is seen as a two-sided activity that is closely related to the use of a two-dimensional set of codes On the one hand, it is the process of eye movement, which uses the phone-letter code to faithfully emit lines of text that record sound speech Second, it is the movement of thoughts, emotions, using the code-meaning, i.e the relationship between letters and ideas, the concepts contained inside to remember and understand the content of what is read

Reading includes things like visual reception, the functioning of the vocal organs, the organs of hearing, and understanding of what is read Increasingly, these factors are closer to each other, impacting each other more The ultimate task of reading skill development is to achieve synthesis between these individual aspects of the reading process, which is what distinguishes novice and proficient readers The more you can synthesize the above sides, the more complete, accurate and expressive the reading

It is easy to see that the term "reading" is used in many senses: In a narrow sense, the development of reading skills coincides with mastering reading techniques

(i.e the transformation of the written form of words into sounds) In a broad sense, reading is understood as the technique of reading plus understanding what is read (not only understanding the meaning of individual words but also sentences and whole lessons) The dual meaning of the term "reading" is documented in psychology literature and reading teaching methods From here, we will understand reading with the second meaning - reading is seen as a verbal activity in which there are components:

1 Receiving the written form of words;

2 Transforming the written form into sound, that is, pronouncing words alphabetically (spelled) or reading smoothly each word, phrase or sentence depending

on the level of mastery of reading techniques;

3 Understand what is read (words, phrases, sentences, paragraphs, articles)

Entering 2nd or 3rd grade, students begin to read synthesizers In the senior school years, reading is increasingly automated, that is, the reader is less and less interested in the reading process itself and more interested in occupying the text (course): the content of its facts, structure, topics, means of expression In recent times, more emphasis has been placed on the mutually regulated relationships of the formation of reading skills and the formation of skills in working with texts, that is, the organization of the Reading Session in such a way that the analysis of the content

of the reading is aimed at perfecting reading skills, towards conscious reading of readings

Requirements for knowledge and skills students need to achieve after studying Reading:

- Reading is an integrated subject, because in addition to the task of teaching reading,

it also has the task of improving knowledge of Vietnamese Therefore, after learning the Reading subject - The requirements students need to achieve are:

- Practice reading skills (correct reading, expressive reading)

- Know how to interrupt voice, accent voice

- Appreciate the text well

Training reading skills for 2nd graders requires students to read clearly and clearly Do not read reason, the voice is too low, do not stop too long to spell, rest slightly at periods, commas, places to separate ideas Know how to read words in compound words, words, or fixed phrases In addition, they also know how to read the right tone of the story, questions, and feelings, knowing how to distinguish the narration from the dialogue Whatever level of reading requires correct pronunciation When reading silently, students must practice it into a habit to create excitement when reading books and newspapers

Reading appreciation for 2nd graders does not require deep and thorough exploration of the poem text, but students only need to grasp the idea to answer the questions

1.3.2 From the audio level of the language and the application to read out loud the information text for grade 2nd

Informative texts bring a lot of useful information The question is, how can students remember that information to apply to daily life right in the lesson? Colin MacLeod, a psychologist at the University of Waterloo in Canada, has a study on the effects of reading aloud on people's memory His research team showed that instead

of nonverbal reading, people remember words and text content better when read aloud It especially helps children remember better In an Australian study, 7- to 10-year-olds were divided into two groups, one reading aloud and the other silently reading a list of words Finally, 87% of words were memorized with the group reading aloud and only 70% of words were memorized with the group reading silently

In Israel, researchers at Ariel University found that memory-enhancing effects were also noted even when readers had difficulty speaking and couldn't fully pronounce the words they read aloud Reading aloud can also make some memory problems more apparent and can be helpful in detecting those problems early

MacLeod said one reason why people remember popped words is because

"they stand out prominently, they're done out loud, and this gives you more grounds

for memorization." People often remember better when they recall events that are different, unusual, or have some related association Like reflexively finding the right words to answer a question will make people remember that word longer That phenomenon is called the generative effect Similarly, when someone gives you a hint at the meaning of the word baby, you'll remember that word better than just reading it in a book

Another way to remember a word is to associate it with the act of expressing

it For example, bounce a ball is flattering, we always perform the operation of flattering the ball or imagine the manipulation of flattering This is the reenactment effect Both effects are closely related to activity-generating effects: they allow our memory to associate the word with certain events, making it easier to recall words The active effect is strongest when we read aloud Hearing people read aloud also helps listeners remember longer A study by Italy's University of Perugia had students tell summaries of novels to elderly people with dementia then take memory tests The results are much better than before It may be that storytelling sessions help them visualize and sequence in their imagination that helps them remember longer The researchers concluded: "It appears that actively listening to a story leads to more information processing and focus

Reading aloud makes it easier and clearer to detect if we have memory problems In one study, people with pre-Alzheimer's were more likely to stumble than others when reading aloud Some people have clearly seen the benefits of reading aloud and using this skill without many realizing it If reading aloud helps to be so effective, why should humans switch to reading silently? Reading aloud creates a sense of fun, comfort, and friendliness Reading stories about someone you love who

is sick or dying makes it feel as if we are trying to escape somewhere If reading aloud helps to be so effective, why should humanity turn to silent reading? The clue may

be based on ancient hieroglyphs written by scribes Over time, the changing writing developed and morphed into what it is today And affects the brain and human behavior in the past making thinking faster Because of the reason for the reason why

the reason is so loud The degree of duel with the children of the world is not available

It can only be seen that a child can read when he reads and understands what

he reads To read is to understand the meaning of the written word If children don't understand the words, we give them to read, they won't have an interest in learning and won't be able to succeed Therefore, understanding what is read will create motivation and excitement for reading Reading is inseparable from occupying a language tool (Vietnamese) This goal can only be achieved through the path of conscious communication training The most important means of practice and the goal to be achieved in language domination is reading, both aloud and silently

In fact, each reading exercise has two big parts: Practice reading and learn the content These two parts can be conducted at the same time or intertwined or can also

be taught separately in two parts Depending on the lesson that the teacher chooses,

no matter how you teach, these two parts always have a close relationship with each other, it is necessary to learn the lesson to help students carefully understand the content and art of the lesson from which they read correctly, know how to read interruptions, accents to express the content of the lesson, Express your insights around the reading Therefore, reading practice in reading exercises is very important, contributing to enriching language knowledge in life and literary knowledge for students Thereby contributing to the formation of good qualities and personalities in them In fact, each reading exercise has two big parts: Practice reading and learn the content These two parts can be conducted at the same time or intertwined or can also

be taught separately in two parts Depending on the lesson that the teacher chooses,

no matter how you teach, these two parts always have a close relationship with each other, it is necessary to learn the lesson to help students carefully understand the content and art of the lesson from which they read correctly, know how to read

interruptions, accents to express the content of the lesson, Express your insights around the reading Therefore, reading practice in reading exercises is very important, contributing to enriching language knowledge in life and literary knowledge for students Thereby contributing to the formation of good qualities and personalities in them

• Visual method:

This method is suitable for thinking, psychology, and student ages Visual by the teacher's voice The teacher's sample voice is a vivid and highly effective visual form that serves as a model for students to practice reading Each essay or poem is written in a different genre There was a boisterous, exhilarating voice; there is a deep dignified voice; Having a kind voice of admonition means that each one has a look Therefore, teachers need to read the correct type of language material, avoid reading evenly, without emotion combined with emotional expressions, through eyes, facial expressions, smiles When introducing the lesson, it is recommended to use visual images and real objects to help students eager to learn and appreciate the reading Visualize with a pre-written passage that is interrupted by phrase for students to read and take a break in the right place It can be visualized by listening to the beautiful voices of students in class

• Conversational method:

This method is suitable for young children's psychology Students like activities (verbal activities), the teacher gives a system of questions to learn the lesson for students to answer, find out the beauty of the work If you want to read interrupted, accentuated, leading to expressive reading, you must first read well (read fluently, clearly) and appreciate the text well with conversational questions to understand the reading practice method This method is mainly used in Reading class under the direction of teachers, students practice reading many times

The worksheet method can immediately see the mistakes that students often make by asking students to correctly read a short passage or poem with confusing sounds and rhymes

In short, for the class time to be highly effective, the teacher must flexibly use the above methods in a reasonable way so that the class time is not interrupted or interrupted The teacher only acts as an organizer and guides the children to figure out how to read, always student-centered

1.4 The practical basis of the topic

1.4.1 Contents of teaching reading comprehension of information for grade 2 students

in the book series "Ket noi tri thuc voi cuoc song"

1.4.1.1 Textbooks for reading comprehension of information texts for 2nd grade

In the Vietnamese Language Curriculum (Ministry of Education and Training, 2006), the materials for teaching grade 2 students were in the subject reading section However, the Vietnamese 2018 curriculum is designed according to technical systems, speaking, reading, writing, and corpus to teach grade 2 students of the book series "Ket noi tri thuc voi cuoc song" reading and automatically read reports The textual readings of information are included in the 2nd -grade Vietnamese textbook, the set of books "Ket noi tri thuc voi cuoc song " in reading activities as follows:

Table 1-0-1: Information text readings in the “Ket noi tri thuc voi cuoc song”

book series, volume 1

1

Di hoc vui ghe

Table 1-0-2: Information text readings in the “Ket noi tri thuc voi cuoc song”

book series, volume 2

3

Giao tiep va ket noi

Nhung cach chao doc dao 77 - 78

1.4.1.2 Types of reading comprehension exercises for 2nd grade

"Learning must go hand in hand with practice", so to help students practice and develop reading comprehension skills, it is indispensable to practice lessons and apply them Special for the text information, the read not only the read through the worksheet to mark the information of learning Each reading in the book Vietnamese

2 often asks questions or requires reading comprehension at the end of the lesson to develop students' reading and comprehension skills of text We can share to read information text into the following exercises:

Read and understand the

content

This is the type of article that raises and answers questions about salient details of the text such as:

Who? What? What?

When? Where? How?

Why To do this type of exercise, students must rely on suggestions, answer: what the text is about, and have interesting information based on the suggestions

Reading exercises: Khung long (pages 42 -

43, volume 2)

1 Bai doc cho biet nhung thong tin nao ve khung long

2 Nhung bo phan nao giup khung long san moi tot?

3 Nho dau khung long có kha nang tu ve?

4 Vi sao chung ta khong the gap khung long?

comprehension

comprehension: This is a type of exercise to recognize some simple and common types of information text through the characteristics of the text: text introducing

Reading exercises: Thời khóa biểu (Pages 43 - 45, volume 1)

1 Doc thoi khoa bieu của

2 Sang thu Hai co may tiet

animals, objects, or instructions for performing a specific task

work Besides, students also recognize the sequence of events and phenomena mentioned in the text

3 Thu Nam co nhung mon nao?

Read contact, and

compare connections

With this type of exercise, students must draw useful

themselves from the text

In the information text, there is a lot of information that students need to receive

Therefore, students need

to recognize the basic information of the text presented through the title, illustrations, or image captions

This type of exercise is an opportunity for students to integrate life skills education and quality education, mobilizing and eliciting a lot of experiences, knowledge, and emotions of students

Reading exercises: Thu vien biet di (Pages 80 -

81, volume 2)

4 Theo em, “Thu vien biet di” co tac dung gi?

1.4.2 The reality of teaching - learning to read and understand information texts for grade 2 students in the direction of capacity development

1.4.2.1 Survey about teaching reading comprehension to grade 2 students towards capacity development

Survey preparation

I have researched and developed questions for teachers about the current situation of teaching reading comprehension to grade 2 students in the direction of capacity development Specifically, I surveyed about 40 people, including teachers

at primary schools, lecturers at the Faculty of Education of Hanoi Metropolitan University and some students of the Faculty of Education in the final year who are

doing internships

Conduct surveys

We conducted the survey in the form of a questionnaire The survey forms were sent by us to several primary teachers in Ha Dong district as well as students at Hanoi Metropolitan University, Faculty of Education, who are doing internships at primary schools

Survey form: Appendix 1 attached

Vietnamese 2

textbook

“Ket noi tri

thuc voi cuoc

of a variety of teaching methods and teaching materials when teaching information texts, teachers self-assess that the rate of inappropriateness has increased, but the rate

of relevance and relevance is still overwhelming

Besides, I saw that teaching reading comprehension of information texts is increasingly focused and occupies an important position in teaching reading comprehension in primary school However, in addition, teaching reading comprehension of information texts to primary school students still faces many difficulties If previously it was a situation of teaching according to stereotypes such

as reading and writing, heavy on knowledge, now, when the new general education curriculum has changed, the teaching situation aims to create a fundamental and comprehensive change in the quality and effectiveness of education, combined with teaching people, Literacy and orientation were evident Thereby, contributing to shifting from content-oriented teaching to the comprehensive development of both qualities and abilities of students, harmonizing between virtue, mind, body, and

beauty

The change in the curriculum makes many teachers still confused, unfamiliar with new methods, teaching methods and ways of testing and assessing That makes teaching reading comprehension difficult because teachers need time to find teaching and assessment methods that are suitable for students' abilities Because information text consists of so many different small information, if only used in the traditional way, it is difficult for students to receive and remember In addition, a lesson often integrates a lot of activities while the learning time is short, making teachers not have enough time to deploy and guide students to learn more information around the text

Or there are some teachers who are young and inexperienced, so the reading comprehension teaching method is ineffective, not attractive, and has not created the initiative of students in learning information text In addition, in a primary class, there are many students of about 35-40 students, so sometimes teachers cannot carefully guide each student to read and understand texts, but can only cover them, so there will be students in a class with good and bad reading comprehension

1.4.2.2 The reality of teaching reading comprehension of information texts for grade

2 students in the direction of capacity development

Survey preparation

I have researched and built questions for students about the reality of reading comprehension for 2nd grade students in the direction of capacity development Specifically, we surveyed about 80 students at different elementary schools

Conduct surveys

I present my plan to survey 2nd grade students at Phu Luong I Primary School,

Ha Dong District, Hanoi by sending teachers a survey questionnaire that I plan to conduct

Survey form: Appendix 2 attached

Survey results

Table 1-4: Survey results on the actual situation of learning to read texts through 2nd graders in the direction of capacity development

No Content

Level Very appropriate Appropriate Inappropriate Amount Percent Amount Amount Amount Percent