EFFECTIVE STRATERGIES ON IMPROVING READING COMPREHENSION

Aims: -Show out the importance of mastering reading comprehension -Provide some suggestions for improvement of reading comprehension for high school students... In fact, the students wh

K Ế Ự Ấ Ỉ B K Ế EFFECTIVE STRATERGIES ON IMPROVING READING COMPREHENSION ( B Ệ Ữ Ệ Â Ệ Q Ả KỸ Ă Ọ Ể Ế Ọ )

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, tháng 5 ă 2015

Ô VỀ K Ế

k ế : EFFECTIVE STRATERGIES ON IMPROVING

READING COMPREHENSION ( B Ệ Ữ Ệ Â Ệ Q Ả KỸ Ă Ọ

TABLE OF CONTENT

PART A INTRODUCTION 5

1 Rationale 5

2 Aims: 5

PART B: DEVELOPMENT 6

1 Roles of reading in language learning and teaching 6

2 The nature of reading comprehension 7

3 Kinds of reading comprehension 8

3.1 According to manners of reading 9

3.2 According to purposes of reading 10

4 Conclusion 13

5 PRACTICAL APPLICATIONS 14

5.1 Pre-reading 14

5.2 During reading 18

5.3 Post-reading: 19

PART C: CONCLUSION 22

REFERENCES 23

PART A INTRODUCTION

1 Rationale

In terms of opportunities, nationally, it can be seen that, foreign language education policy and accompanying student attitudes and motivation have become crucial issues in the national development of Vietnam over the past twenty years Social changes have resulted in the changes in foreign language learning and teaching This choice of English, in particular, has greatly influenced education, especially secondary school English has become a compulsory subject in the state examination In addition to the aim of passing their exams and getting some further studies for their future life, students have a desire to be integrated into the

lt e t a e ma ’ v l zat

Learning English means learning four related skills: listening, speaking, reading and writing Among these, reading seems to be the leading activity in the process of teaching and learning and it accounts for roughly 30% of total marks in the national exams

Reading comprehension is a skill that is learned over time It requires the reader to be able to read fluently, stay focused, and think critically about the book

or text in question Unfortunately, many students struggle comprehending texts Some cannot discern the main ideas from the details while others have a hard time understanding what the book is even talking about Therefore, helping students increase their reading comprehension is a key to their educational success or failure

As a matter of fact, the question of how to teach reading effectively has been of great concern Therefore, I would like to share with you all some of my strategies

to help improve reading comprehension

2 Aims:

-Show out the importance of mastering reading comprehension

-Provide some suggestions for improvement of reading comprehension for high school students

PART B: DEVELOPMENT

1 Roles of reading in language learning and teaching

Reading plays a d pe able le pe ple’ l ve It a wa t a e knowledge and experience Through reading, knowledge has greatly contributed

to the growth of mankind Reading is the fastest and simplest way to raise

pe ple’ ed at al level ( & ze , 2001) Reading is like opening the

d f de ta d t ma ’ pa t, w e e t a e ve a a l k la f our present Reading also stimulates the development of brain cells, reinforces language skills, and enhances organizational abilities Where there is little reading, there will be little language learning (Bright and Gregor (1970, p.52-53) In fact, the students who want to learn English as a foreign language has to explore the knowledge of it by reading a lot or throwing himself into a created English speaking environment Only by reading can students acquire the speed and the skills needed for their practical purposes It is difficult in the modern world to do anything other than a basic job without being able to read Reading as a skill is the key to an educated workforce, which in turn is the bedrock of economic advancement, particularly in the present technological age

Additionally, reading helps form other language skills such as listening, speaking and writing Reading is the best way for students to get used to new vocabulary, concepts, grammar and structures in reading materials The students know how to use them in listening, speaking and writing in a right context and have further practice of the language during the process of learning Through reading, students can understand the use of words and structures in their written forms as well as the connecting devices that link them together Reading

mp e e l el te elated w t t e la a e k ll “ e e a e few cases in real life when we do not talk or write about what we have read or when

we d t elate w at we ave ead t met we m t ave ea d” (Frangoise Grellet-1982, p8)

A special relationship exists between listening and reading, which are both

receptive phases of language, as opposed to productive phases of speaking and

w t I ead le , t de t ave t l te t t e tea e ’ e pla at a d

da e a d a we t e e t e al ave t l te t t e f e d ’ opinions and exchan e t e w t t e ’ S met me , t e ave t l te t necessary information extracted from the debates or discussions to support and defend their own ideas; therefore, reading is not only aimed at improving the

t de t’ ead k ll b t t e l te ng skill as well

During a reading lesson, students may share what they have read with the partners

by discussing, exchanging and arguing In this way speaking is helpful for students to understand the text and at the same time to improve their speaking skill

“ e e t betwee ead a d w t pa t la l t B t ead

a d w t a e ba all t t ve p e ” (R e a d R .1998, p22) F a reading- elated a t v t , w tte w k a effe t ve wa e k t de t’ reading comprehension After reading the reading text, teachers have students write a summary, reflection or take notes of what they have read As a result, they can use interesting main points in their writing paper later on

In conclusion, during the reading lessons, an emphasis is placed on the reading activities, but reading comprehension should not be separated from the other skills The four skills must be interrelated to master a foreign language

2 The nature of reading comprehension

There exist different views and definitions of reading comprehension Jermery Harmer

(1983, p15) tate t at “Read a e e e d m ated b t e e e a d t e brain The eyes receive messages and the brain then has to work out the

f a e f t e e me a e ”

According t Edd e W ll am (1984, p.3) “Read a p e w e eb e l k

at a d de ta d w at a bee w tte ” S me ave take t e p t t at reading involves merely the decoding of graphic symbols and the production of

meaning Though there are several and varied definitions of reading, most of us would come to conclusion that reading without understanding is meaningless Reading comprehension has the nature of communication, in which reading acts

as means of communication between the writer and the reader

Reading comprehension is, in fact, a language processes, not the sum of various decoding and comprehension sub skills In short, reading is the process of

e t t t e a t ’ dea a d f mat I a ead le at l, the text is decoded by the students and the product of reading act is communication, their understanding of ideas that have been put in print by the writer

As a means of communication, reading is a means of communicating with friends and teacher at school For example, summarizing a text, taking notes of main points in the text or making comments on it in a sheet of paper then comparing with the partners are some useful follow-up activities after reading

3 Kinds of reading comprehension

One of the most important points to keep in mind when teaching and learning reading comprehension is that there is not one type of reading but several

a d t e’ p p e f ead St de t w ll eve be d eade unless they can adapt their reading skills to their aims when reading

In considering the reading process, it is important to distinguish the reading activities according to manners and purposes of reading

According to manners, it can be classified into

-Silent reading -Reading aloud According to purposes, it can be divided into

-Intensive reading -Extensive reading -Scanning

-Skimming

3.1 According to manners of reading

of printed materials and decode them in mind

Silent reading is good for reading comprehension because:

-Firstly, students can all read at their own speed If they do not understand, they can go back and read it again

-Secondly, students are, in fact, concentrating on the text and thinking about the meaning

Therefore, silent reading is a skill students need to develop

3.1.2 Reading aloud

Read al d ee a a wa f ead w e p p e “ t j t understand a text but convey informat t me e el e” (D ff 1981) I other words, it is obvious that reading aloud involves looking at the text, understanding its and also saying it

In the classroom, reading aloud can be used to train students in pronunciation,

so it can be done by the teacher at the earliest stage of teaching procedure

“Be e ave t d ve w w t a ated w t t e p ke w d

t e ave al ead lea t” (Natal 1989, p.2) ead al d al ed a a means to make other students keep quiet

However, reading aloud is not a very useful technique as Bright and Gregef (1970,

objective is if increase it

3.2 According to purposes of reading

3.2.1 Extensive reading

It is an activity which frees students from the restriction of class work Students read at their own pace They can choose what to read

Extensive reading is an effective way to help students improve their English

N ttal (1982, p 1 8) a t at “ e be t wa t mp ve e’ k wled e f a foreign language is to go and live among its speakers The next best way is to read

e te vel t”

I 1981, F a e ellet p ted t t at “E te ve ead mea ead

l e te t , all f e’ w plea e I t e te t f la m lea this is a fluency activity, mainly involving global understanding For extensive reading, students work on their own reading texts graded to the levels of individual readers They are given opportunities to progress at their own rate The purpose of the extensive reading is to train the student to read quickly and 'fluently

in the foreign language for his own enjoyment without the aid of the teacher Therefore, the material for extensive reading should be selected at a lower level of difficulty than that for intensive reading Structures in the text should be already familiar to him, and new words should be introduced slowly in such a way that their meaning can be deduced from the context or quickly ascertained In order to encourage students to read extensively the teacher should be able to recommend to the students extensive reading material which corresponds to their individual

ta te a d te e t ”

At high school, students often read intensively in the reading lessons, this reading style is suitable for them to learn and practise the language, but it cannot help to train them in fluent reading On the contrary, extensive reading can provide students with fluency in reading Furthermore, extensive reading can supply them with an adequate language environment as well as the enjoyment in reading and in learning a language Therefore, it is necessary for the educational authorities and teachers to incorporate intensive reading and extensive reading into school

Intensive reading exercises may include:

 looking at main ideas versus details

 understanding what is implied versus stated

 making inferences

 looking at the order of information and how it effects the message

 identifying words that connect one idea to another

 identifying words that indicate change from one section to another

ed e (1985, p 8) t e e t at “I te ve ead le provide students with

t a t e t ate e a d k ll t e eed t be me e f l eade ”

In intensive reading, students are trained in reading comprehension through the analytical approach to grammar and lexis They are encouraged to infer the meaning of unknown words and structures from the context in the target language For many learners, their purpose in reading English language is not for information, interest, or pleasure, but to learn English So they assume that the appropriate style for them should be slow, intensive reading in order to be sure of not missing any words Materials for intensive reading used by students in class are short stories and extracts from novels or magazines They are chosen according to the level of difficulty of language and for the interest they hold for young people still at school This reading matter is studied in considerable detail

a d t elated' t la a e lea de t e tea e ’ da e e ef e, t e tea e ’ ta k t p v de t e t de t with strategies and skills of reading to arrive at a profound and detailed comprehension of the text and how the meaning

is expressed

3.2.3 Skimming

Skimming is a way of reading that a reader is required to jump through the text,

ignoring parts of it for the very general purpose of seeing what it is about, and whether there is anything of interest to him in it The reader skims in order to satisfy a very general curiosity about the text rather than finding the answer to particular questions Skimming is a quick reading to get know the general meaning of a passage , the organization of the passage, the structure of the text

Activities

 Students must locate facts that are expressed in sentences, not single words

 To improve skimming, readers should read more and more rapidly, to form appropriate questions and predictions and then read quickly

 Pugh (1978) suggests that to assess skimming, after the students have read and completed the assigned questions, further questions may be asked,

"beyond the scope of the purpose originally set" (p.70)

3.2.4 Scanning

Scanning is, in contrast, described as follows

B a “t e eade ere is on the look-out for a particular item or tem e bel eve t e te t” ( ete W a d, 1990, p.83) F e ample, t e name of the scorer in a football report