SKKN NHỮNG KHÓ KHĂN TRONG VIỆC dạy kỹ NĂNG đọc HIỂU CHO học SINH lớp 12 của GIÁO VIÊN TRƯỜNG THPT yên lạc và một vài BIỆN PHÁP

Part 1: The theory of reading - Definitions of reading and reading comprehension - Types of reading - Teaching reading comprehension skills - Organization of reading comprehension text 7

3 The name of the writer

4 The investor of the research

5 The field in which the research will be applied

6 The date when the research was first applied

7 The description of the research:

7.1 The content of the research

7.1.1 Part 1: The theory of reading

- Definitions of reading and reading comprehension

- Types of reading

- Teaching reading comprehension skills

- Organization of reading comprehension text

7.1.2 Part 2: Difficulties in teaching reading comprehension skill for grade 12 students at Yen Lac high school and some solutions

- The context

- Method

- Procedure

- Data analysis and study finding

- Suggested solutions to overcome the challenges

7.1.3 Part 3: Conclusion

7.2 Possibility of the application of the research

8 Information that needs keeping secret

9 Necessary conditions needed to apply the research

10 Assessments of the result when applying the research –according to the writer, organizations andindividuals that first applied it

11 List of organizations and individuals first using the research

THE REPORT OF INNOVATION DIFFICULTIES IN TEACHING READING COMPRIHENSION SKILLS FOR GRADE 12

STUDENTS AT YEN LAC HIGH SCHOOL AND SOME SOLUTIONS

(NHỮNG KHÓ KHĂN TRONG VIỆC DẠY KỸ NĂNG ĐỌC HIỂU CHO HỌC SINH LỚP 12

CỦA GIÁO VIÊN TRƯỜNG THPT YÊN LẠC VÀ MỘT VÀI BIỆN PHÁP

GIẢI QUYẾT)

1 Introduction

Nowadays it cannot be denied that English has become the international medium of communication

in commerce, science, transportation, medicine, culture, education, banking, tourism, aviation and so

on Therefore, English ha been adopted as a compulsory subject at all state schools from the thirdonwards In order to keep up with the development of society, the need for good communication isplaced in one of the top demands for English language which includes reading skill It is obvious thatreading skill plays an important part in daily communication as well as in educational process Inother words, reading is considered as a ticket for human beings both to enter everydaycommunication and to better college grades together with greater academic achievement Ironically,reading is the skill which a large majority of the students are least proficient in They find it difficult

to complete any reading task, especially from the very first steps of reading Although students aregiven a sizable portion of time to develop reading skills but they are unable to finish reading taskseffectively

There are a lot of survey findings showing that students can do many jobs that require reading withefficiency if they learn to read faster and with more understanding Carrell (1981, p.1) contends thatreading is by far the most important of the four macro-skills, particularly in English as a secondforeign language Nevertheless, teaching reading skills for grade 12th students at Yen Lac highschools is still far from satisfactory for various reasons Although most of the teachers have madegreat efforts, the students’ motivation for intensive reading is low and the reading lesson is said to be

Among four language skills, taught in English, reading can be seen as the most boring and hardestone Thus, teaching reading skill at Yen Lac high school isn’t paid much attention, even that someteachers feel confused in teaching this skill Facing up this problem, so many questions about

teaching reading skill always concern me a lot: “What problems might the teachers face whenteaching reading skill? What should be done to help them overcome those problems? How should weteach each type of reading text so that the students can learn it effectively? etc….” I, therefore

decided to do the research on “Difficulties in teaching reading comprehension skill for grade 12 students at Yen Lac high school and some solutions” in hope that the findings and solutions

mentioned in this study will make a significant contribution to improve the teaching of the readingskill at Yen Lac high school as well as those at other high schools

The main purpose of this study is to explore the teaching of the reading skill for 12th graders byteachers at Yen Lac high school It concentrates on finding out the difficulties in teaching the readingskill for 12th - grade students at this school

The second purpose is to propose some suggestions to deal with teachers’ challenges and assist them

to teach reading more effectively

This study attempts to seek the answers to the following questions:

1 What are the difficulties of teachers at Yen Lac high school in teaching the reading skill for grade

12 students?”

2 What should be done to help teachers at Yen Lac high school overcome their difficulties?

This study is conducted at Yen Lac high school in order to recognize difficulties in teaching readingskills of the teachers Factors causing such challenges are then found out To go ahead, the study alsooffers some suggestions to better the current context

In order to improve reading comprehension skills for Yen Lac High School 12th – form students, theteachers can make use of various techniques and a number of things should be done However, in thisstudy, the author only intends to a brief overview of current situation of teaching readingcomprehension skills in the 12th – form students of Yen Lac High School to suggest some readingactivities that can be applied in teaching comprehension skill so as to help the students to becomeeffective readers

To achieve the aims mentioned above, based on the results of two survey questionnaires, one for thestudents and the other for the teachers were employed to collect the data for the study These will bediscussed in detail in next parts of this study

2 The title of the research: “Difficulties in teaching reading comprehension skill for grade 12 students at Yen Lac high school and some solutions”

3 The name of the writer:

– Full name: Nguyễn Thị Nhung

- Address: Yen Lac High School

– Phone number: 0982730578 Email: nguyenthinhung8578@gmail.com

4 The investor of the research: the writer of the research

5 The field in which the research will be applied:

- Teaching reading skill in English lessons

6 The date when the research was first applied: 10/9/2019

7 The description of the research:

7.1 The content of the research:

The research is divided into three main parts:

- Part 1: The theory of reading

- Part 2: Difficulties in teaching reading comprehension skill for grade 12 students at Yen Lac high school and some solutions

- Part 3: Conclusion

7.1.1 Part 1: Theory of reading

1.1 Definitions of reading and reading comprehension

1.1.1 Reading

Reading is an interactive process that goes on between the reader and the text, resulting incomprehension The text presents letters, words, sentences, and paragraphs that encode meaning Thereader uses knowledge, skills, and strategies to determine what that meaning is So far reading hasbeen defined differently by lots of scholars, however no single definition is acceptable to everyone.According to Erten & Razı, 2003, reading is often referred to as the most crucial of the four languageskills for EFL learners since it enables students to gain exposure to the target language and receivevaluable linguistic input to build up language proficiency Reading is not just extracting meaningfrom a text but a process of connecting information in the text with the knowledge the reader brings

to the act of reading It is seen as an active cognitive process in which the reader’s backgroundknowledge plays a key role in the creation of meaning (Tierney and Pearson 1994)

Goodman (1971, p.135) stated that reading is “a psycholinguistics process by which the reader,language user, reconstructs, as best as he can, a message which has been encoded by a writer as agraphic display” In his opinion, readers not only learn how to read the text, to master grammaticalstructures…but also understand the content expressed in the text

One more definition offered by Harmer (1989, p.153) showed us his opinion and two above authorshave a lot of things in common “reading is an exercise dominated by the eyes and the brain The eyesreceive messages and the brain then has to work out the significance of these messages”

Having the same point with Goodman, William, E (1990, p.2) said that “reading is a processwhereby one looks at and understands what has been written” According William, in readingprocess, there are also two parallel activities: looking and understanding Therefore, readers have to

“encode” meanings of a word depend on the context in which it appears

According to Richard and Thomas (1987:15), reading is best described as “ an understanding betweenthe author and the reader Reading is much more than just pronouncing words correctly or simplyknowing what the author intends; it is the process whereby the printed page stimulate ideas,experiences and responses that are unique to an individual

In short, each person can have a different definition of reading and we cannot tell which is betterbecause each of them focuses on one important matter of reading However, we find that there is aclose relationship between reading and understanding Therefore, being a language teacher, we mustunderstand the nature of reading thoroughly to help our students read effectively.

1.1.2 Reading comprehension

Reading comprehension is the act of understanding what you are reading While the definition can besimply stated the act is not simple to teach, learn or practice Reading comprehension is anintentional, active, interactive process that occurs before, during and after a person reads a particularpiece of writing

Reading comprehension is one of the pillars of the act of reading When a person reads a text heengages in a complex array of cognitive processes He is simultaneously using his awareness andunderstanding of phonemes (individual sound “pieces” in language), phonics (connection betweenletters and sounds and the relationship between sounds, letters and words) and ability to comprehend

or construct meaning from the text This last component of the act of reading is readingcomprehension It cannot occur independent of the other two elements of the process At the sametime, it is the most difficult and most important of the three

Reading comprehension skill plays a very vital role in teaching and learning reading a foreign

language It has the nature of communication, in which reading activity acts as a means of

communication between the writer and the reader

Reading comprehension results in the fact that when readers know which skills and strategies areappropriate for types of texts and understand how to apply them to accomplish reading purpose Swan(1975, p.1) stated that “A student is good at comprehension we mean that he can read accurately andefficiently, so as to get the maximum information of a text with the minimum of understanding” It isobvious that the student can show his understanding only by doing some tasks such as summarizingthe text, answering questions, making true or false etc

Grellet (1981: 3) states that reading comprehension or understanding a written text means extractingthe required information from it as efficiently as possible The author means that readingcomprehension is an activity which aims at decoding the meaning of word combination in the text inthe most efficient way

To sum up, reading becomes meaningless without comprehension since only reading comprehensioncan appreciate how much readers understand the text Therefore, how to help students have effectivereading comprehension methods is considered to be the most important part in reading teaching

1.2 Types of reading

We read different texts in different ways According to the manner of reading, we have aloud readingand silent reading Depending on the purpose of reading, we can classify reading into skimming,scanning, intensive reading and extensive reading

1.2.1 According to manner

 Reading aloud

“ Reading aloud involves looking a text, understanding it and also saying it Its’ purpose is not just tounderstand the text to convey the information to someone else” (Doff, 1988:70) In fact, it must berecognized that reading aloud is primarily an oral matter so that for those who teach and learn foreignlanguages, it is closer to “pronunciation” than it is to “comprehension” While it is perfectly proper

to try to develop the skill of reading aloud, it clearly cannot be done using an unfamiliar text thecontent and language of which stretches the linguistic capabilities of the learners to the utmost.Therefore, it must be admitted that the usefulness of reading aloud is limited First of all, “reading

aloud is not an activity we engage in very often outside the classroom” (Doff, 1988:67) Actually, in

the daily life, few people are required to read aloud as a matter of daily routine, radio newscasters,clergymen, perhaps actors To the huge majority, its importance is minimal Secondly, “the readers isoften merely mouthing meaningless language because of lack of rehearsal and time to comprehendwhat he has to read aloud ” ( Abott and Wingard, 1981: 82) It means that when reading aloud, thereaders’ attention is focused on the pronunciation, not on the understanding of the text Moreover, inthe classroom, only the reading student is active at a time, others are either not listening at all orlistening to a bad model In addition, some students’ speed of reading is very slow so it takes a lot oftime in class

In short, reading aloud can be applied for those who begin learning a foreign language to establish theconnection between sound and spelling But for the second year students, their purpose of learningreading is more than connecting the pronunciation They focus on understanding the text and doingcomprehension exercises which cannot be completed by reading aloud because asking a student toread aloud means that he may lack concentration on the meaning He may read correctly but after that

he will not be able to tell us what he has read It is very difficult to read aloud and understand the text

at the same time of reading So reading aloud might be a good way to practice pronunciation

 Silent reading

Silent reading is the activity we usually engage in when we read books, newspapers, advertisements.Silent reading is more often used in both real life and classroom, and “it is the method we normallyuse with our native language, and on the whole the quickest and most efficient” (Lewis, 1985:110).Because reading is a very personal skill so silent reading is a more effective skill for readingcomprehension because firstly learners do not need to read all the words in the text, secondly they canread at their own speed and if they do not understand the sentence, they can go back, thirdly studentscan not only attain the main ideas in a short time but also understand its details thoroughly to answerthe questions, and finally the teacher can check his/her learners’ understanding easily and add readingmaterials and exercises suitable to their ability

In short, silent reading is the most useful and practical way to develop the students’ reading ability.However, it is more beneficial when the teacher sometimes combines it with reading aloud toimprove students’ pronunciation and intonation because reading aloud also has its own advantages

a text to determine whether a research paper is relevant to our own work or in order to keep ourselvessuperficially informed about matters that are not of great importance to us” In addition to thedefinitions of skimming, Wood (1990: 92) said that “When the reader looks at the content page of thebook, or the chapter headings, sub headlines, etc This is sometimes called previewing Anotherexample is when reader glances quickly through a newspaper to see the main items of the day are.This will often mean just glancing at the headlines” That means when we quickly to get generalimpression to see whether the text is useful to us, it is not necessarily searching for a specific detailsand key words Skimming provides an overview of the text so it is beneficial to look at chaptersection headings, summaries and opening paragraphs, therefore, the purpose of skimming are tocheck relevance of the text and to set the scene for more concentrated effort that is to follow if thetext is useful

To sum up, skimming is a very useful reading comprehension skill for students, and it is advisable toapply at the first stage of teaching reading with the hope that it can help them to have an overview ofwhat they are reading Moreover, it will be easier for them to deal with the other tasks that followed

 Scanning

Scanning is also one of two most valuable reading strategies However, scanning is far more limitedthan skimming since it only means retrieving what information is relevant to our purpose Scanningoccurs when a reader goes through a text very quickly in order to find a particular point ofinformation It is a useful skill worth cultivating for its own sake, if it has been cultivatedsystematically from the earliest point in the course at which it can be attempted, co- operative work

on the study of texts can be greatly expected and made easy

Scanning requires two skills of the reader One of them is that they recognize the specific type ofword that identifies the item The other is the use of a different eye movement pattern, vertical vision.Nearly all the background reading required for the presenting of a topic to the class by a group callsfor proficiency in this type of reading There is a great range of text suitable for scanning – indexes,dictionaries, maps, advertisements, labels, reference material, etc

In short, the key to scanning is to decide exactly what kind of information we can look for and where

to find it The purpose of scanning is to extract certain specific information without reading throughthe whole text

 Intensive reading

Intensive reading is also widely used in a reading class It is an effective way to explore the text, to godeeply into the meaning and the organization of the text Intensive reading “ involves approachingthe text under the guidance of a teacher or a task which forces the students to focus on the text”(Nuttall, 2000:38) In the view of Brown (1990:297) intensive reading “is usually a classroom-oriented activity in which students focus on the linguistic or semantic details of a passage” Grellet, F.(1981:4) states that “Intensive reading means reading short text to extract specific information This is

an accuracy activity involving reading for detailed” The objective of intensive reading is to achieve afull understanding of the text not only of what it means but also of how the meaning is produced.Through intensive reading, the reader must arrive at a profound and detailed understanding of logicalarguments, the rhetorical arrangement, the pattern of the text, the attitude and purposes of the writerand his linguistic means to achieve his purposes In other words, intensive reading is reading foraccuracy which is essential to the students’ comprehension

 Extensive reading

Extensive reading is a fluency activity, mainly involving general understanding It provides valuablereinforcement of the language already presented and practiced in the class as well as giving studentsuseful practice in inferring meaning from the context of the text Extensive reading is used to obtain ageneral understanding of a subject and includes reading longer texts for pleasure, as well as businessbooks Use extensive reading skills to improve our general knowledge of business procedures.Grellet, F (1981:4) points out “Extensive reading means reading longer texts, usually for one’spleasure This is a fluency activity, mainly involving global understanding” What is more, Nuttall, C.(2000:127) argues that “getting students to read extensively is the easiest and most effective way ofimproving their reading skills”

Extensive reading is considered to be useful for students’ self-learning Their reading habit andpassion for reading are also formed through extensive reading Students can choose the topics theylike and read for their own purpose for pleasure or entertainment However, it is more effective ifstudents’ extensive reading is followed an instructional program with the help of the reading teacher

In short, reading is necessary to every learner and undeniably an important skill in comparison withothers In addition, it is notable that intensive and extensive reading should not be seen as in beingopposition but need to be paid equal attention for the sake of the students For second or foreignlanguage learners, both intensive and extensive reading are of great importance as they act as a means

to gain knowledge

1.3 Teaching reading comprehension skills

 The importance of reading in foreign language learning

Richard (1993: 4) stated that “reading in the new language is also an important way to learn about thetarget culture”, which means that reading provides the students with a wide range of interestinginformation, helps them understand the ways of life, behaviors, thoughts and other aspects of thenative people and it is also a good way to find out about new ideas, facts and experiences Therefore,

they can master vocabulary, grammar and the background knowledge or cross-cultural problems thatthey encounter In other words, reading is very important to the foreign language learners because itwidens their knowledge of language and life It seems to be the most important skill to the students ofEnglish since their main purpose is to understand the written texts.

In the process of teaching and learning a second or foreign language, the teaching and learning ofreading are always received much attention, since it is regarded as one of the most important majorskills as what Carrell (1971: 1) stated: “for many students, reading is by far the most important of thefour macro skills, particularly in English as a second or foreign language” This is also true for theMSA, because at our academy, reading is an active skills namely speaking, listening and writing Tomaster reading skill is always challenging task that requires students a number of factors: a goodcompetence of English grammar, rich vocabulary, and reading techniques First of all, reading helpsstudents learn to think in English, enlarge their English vocabulary, improve their writing Richard(1993:4) claimed that “reading may help to increase knowledge of the target language throughexposure to new vocabulary and grammatical structures” There is a close relationship betweenreading and vocabulary knowledge, because while reading, the readers know most of the words in thetext already, and they can also determine the meaning of many of the unfamiliar words from thecontexts Therefore, the best way to acquire a large vocabulary is to read It is understandable thatanyone who has a large vocabulary is usually a good reader

 Factors in teaching reading

+ The reading texts

It cannot be denied that reading texts play a crucial role in teaching and learning readingbecause through them new grammar, phonetic and lexical items of the target language are introduced.Furthermore, texts are also means to help students enrich their background knowledge andvocabulary as well In reading lesson, students are supposed to understand the texts correctly as much

as possible, learn some new language items e.g words, structures, and use what they have got fromthe text through reading tasks and communication activities that follow Therefore, in teachingreading, the teacher should pay much attention to the following aspects such as language content,vocabulary and grammatical structures, types of reading activities, though it is not simple thing to do

as what Buck, G (2001) states: “Providing suitable texts is not a simple matter It takes time, effortand some expertise”

+ Teacher’s role

Many linguistics state that the teacher is the most important factor in teaching reading In areading class, the teacher plays so many roles, such as an organizer, a manager and a counselor, aninstructional expert, so he or she should be a guide to assist, encourage them, employ various types tosupport the students develop reading skills He or she also the person who provides the students with

an anxiety-free atmosphere which helps them feel free to join new reading style, practice to masternew strategies, work under pressure of time

Besides, linguistics point out an essential element of the teacher’s role-a model reader According toNuttall (1982: 192) “showing that you are a reader means carrying books around with you, referring

to books as you teach, reading out brief passages that may interest students, talking about what youare reading at the moment, and handling books as if you loved them” He also states that “teacher’sjob as providing, first, suitable texts and second, activities that will focus the students’ attention onthe texts”

- Taking risks: Students have to take the risk of making mistakes because a mistake is anopportunity to learn

- Learning not to cheat oneself: Learning to read is learning to give students enormousadvantages in life It may lead to better jobs, to personal development, interest and enjoyment.Students who do not want to learn to read can easily cheat but they are only cheating themselves

1.4 Organization of reading comprehension text

 Pre-reading stage

This stage plays a decisive role in the whole process of teaching reading comprehension, somost experienced readers employ pre- reading and other strategies to make reading easier Pre-reading aims at introducing the text to the students and helps them make careful preparation beforereading the text It is advisable for the teacher to create a reading motivation and a positive attitudetowards reading for students so that they can achieve a high level of success and become confidentthat they can read effectively

As for Doff (1988), there are many activities a teacher can carry out to help students beforethey start reading as following:

- Introducing the text briefly

- Presenting new vocabulary

- Revising grammatical structures

- Giving guiding questions,

Moreover, in my opinion, the teacher should activate the students’ background knowledge andprovide some information about the text This is aimed to help the students to predict the content of

the text they are going to read Prediction is an important ability that the students should develop inorder to comprehend various kinds of texts, especially the texts that the students are not familiar with.Gebhard (1987:21) explains that “providing background information on a reading lesson is anotherway teachers can facilitate successful reading comprehension Providing information about a readingselection before students read provides them with the opportunity to gain new language, as well asrecall their already existing knowledge, which they can take with them into their reading experience,and this knowledge facilitates successful comprehension”.

Of course, not all these techniques will be relevant for all the texts The teacher can choose thesuitable ones to motivate his learners

 While – reading stage

While- reading stage is carried out when all students actually set their eyes on the text and thisstage is the main part of a reading comprehension lesson The aims of this stage focus on making thestudents anticipate in the process of understanding the whole text, and interpreting exactly what theauthor wrote In addition, it helps the students break up the organization of the text; understand thetext structures; classify the text content and recognize the writer’s purpose and attitude This stagealso trains the students to think about other ideas rising from the text and to form judgment andopinions on the basis of the fact presented Moreover, it helps the students improve their readingspeed and techniques Besides, this stage offers an opportunity to apply effectively what they havelearnt from the text to their purpose of study and communication Last but not least, this stage helpsthe students develop their decision - making and problem solving skills Because this stage plays avery important role in a reading lesson, it must be designed carefully

 Post – reading stage

Post- reading is the implementation of various activities carried out after the students haveread the text Some post- reading activities are extension of the work done at the pre- reading andwhile- reading stages Some relate only loosely to the reading text itself

According to Durkin (1981:486), “one reason for post- reading discussion in class is to offerpupils the chance to see in what way their reading did or did not succeed, and why” In fact, there aremore than one purpose for post- reading stage which are of wide relevance and applied to all students,and which teachers who teach groups with mixed level should consider

One of the purposes of post-reading work is to check whether the students have understoodthe text or not The teacher can ask the students some questions about the texts which are not given inthe book or require them to discuss in group and in pair and so on Another purpose is to consolidate

or reflect upon what the students have read To achieve this, the teacher should help the studentsfocus on the important points as writer’s opinion, the main ideas of the text, the specific paragraph orphrase in the reading text The third purpose of post- reading work is to expand on the topic orlanguage of the reading text, and perhaps transfer things learned to another context Therefore, thestudents can relate the text to their background knowledge and interest and be able to express their

personal opinion toward the text Moreover, post- reading activities also offer the students a realpractice of using language Setting up and organizing post- reading work depend very much on all theobjectives of the program as a whole Post- reading work should, thus, contribute in a coherentmanner, to the writing, speaking and listening skills that the program aims to develop.

In conclusion, the three stages offer the teacher a frame work to conduct a reading lesson ingeneral but they do not need to follow rigidly Obviously, this three phrase approach is not to becarried out mechanically on every occasion Sometimes the teacher may wish to cut out the pre-reading stage and get learners to work on the text directly Sometimes port- reading work may not besuitable However, the advantage of the three phase approach is twofold Firstly, it respects andmakes use of the students’ own knowledge of language and of the world and uses this as a basis forinvolvement, motivation, and progress Secondly, the three phase approach leads to integration of theskills in a coherent manner, so that the reading session is not simply isolated Separating each fromthe others is like somebody warming up for a race and then running the race itself some days later

7.1.2 Part 2: Difficulties in teaching reading comprehension skill for grade 12 students at Yen Lac high school and some solutions

However, in terms of methodology, the teachers in our school usually employ the traditional methods

of teaching especially Grammar-translation method They often apply this method in teachingEnglish In other words, they focus on analyzing the grammar rules, not on the acquisition oflanguage skills They spend most of the classroom time explaining new words, analyzing grammarstructures and translating texts into Vietnamese Students often listen and take notes passively Thisleads to low motivation in students and creates very few chances for them to improve theircommunicative competence

+ Students

There are ten classes of grade- 12 Each class includes 45 students Generally speaking, the averageclass size of 45 students is rather big and inconvenient The desks are arranged traditionally with fourrows of six desks There are narrow isles in the middle and two narrower ones on the sides, no otherempty space left where the teachers and the students can move to and from if they implementdifferent interactive activities

7.1.2.2 Method

 Participants

All the teachers of English at Yen Lac high school are chosen for the research

at investigating the teachers’ difficulties when teaching reading Question 8 is to find out theteachers’ suggested activities Question 9 is aimed at investigating the teachers’ organizing readingactivities The purpose of the last question (question 10) is to find out the teachers’ activities toimprove students’ reading comprehension skills

7.1.2.3 Procedure

On the first day of the survey, ten questionnaires were delivered to the teachers While the teacherswere completing the questions, the researcher was beside them to give them clarification if anyconfusion arose

7.1.2.4 Data analysis and study finding

In this part, the research data will be analyzed in detail It also addresses the justification of the choice

of data collection instruments: questionnaire survey and the participants of the study The findings ofthe research are showed and based on the result of the survey, some suggestions are given with thehope that can be applicable for the teachers of the research contexts and the readers of the study

 Teachers’ survey questionnaires

+ Teachers’ attitude toward the importance of teaching reading comprehension skills at school

More important Equally important Less important

Chart 1: The importance of reading skill

As shown in Chart 1, most of the teachers (67%) thought that reading skill was as important as otherskills, three of them (33%) viewed it less important

+ Teachers’ attitude toward the importance of developing reading comprehension skills