The objectives of the stud
The study aimed at seeing whether the graphic organizers are beneficial for my students Specifically, the aims include:
This study aims to evaluate the effectiveness of Graphic Organizers in enhancing the reading comprehension skills of grade 12 students Specifically, it focuses on their ability to identify the main idea, understand vocabulary, differentiate between fact and opinion, and make inferences.
• To describe the situation when Graphic Organizers are used in reading classes.
The method of the study
When conducting this paper, I have uterlized these following methods.
- Collecting information about the theme.
The scope of the study
Due to constraints in knowledge, energy, and time, the researcher conducted a limited-scale investigation over a period of just 8 weeks, focusing on four reading lessons within a specific context.
46 twelveth-grade students at Le Loi High School in the academic year 2020 -
2021 only Hence, the results of the study is only limited to the above teaching context and participants.
The design of the study
The research study is organized into three parts as followed:
Part 1 provides basic information including the rationale, objectives, method, scope and design of the study.
Part 2 examines the existing literature on reading comprehension, highlighting the effectiveness of graphic organizers in enhancing teaching and learning outcomes It also addresses the challenges encountered by both teachers and students when implementing this technique.
Part 3 involves the result analysis as well as the discussion of the data and draws the conclusion, implication on the subject matter and suggestions for further research.
The nature of reading comprehension
Reading comprehension is the ability to understand a written text and efficiently extract necessary information (Grellet, 1998) It also involves recognizing the significance of the message, grasping the writer's intentions, and inferring hidden or implied meanings beyond the text (White, 1997).
Moreover, Howel (1993: 182) writes that comprehension is the act combining information in passages with prior knowledge in order to construct meaning.
Reading comprehension is a complex process where the reader constructs meaning through interaction with the text, utilizing their prior knowledge and experiences (Merisuo & Storm, 2006).
Reading comprehension is a multifaceted process where readers engage with the text, utilizing their prior knowledge and experiences to derive essential information and grasp the author's intentions Effective reading involves interpreting beyond the explicit content to uncover implied meanings Therefore, it is crucial for language educators to guide students in becoming proficient readers.
The factors influencing reading comprehension
External factors
- Difficulty of material: difficult material that is beyond the students’ level is one of the major causes of lack of comprehension.
A student's reading comprehension is often constrained by their cognitive abilities, which directly impacts their understanding of the material The level of intelligence of the reader plays a crucial role in determining their capacity to grasp the content of a passage effectively.
- Teacher’ s method: methods of teaching that concentrate on the recognition of individual words without neglecting attention to meaning assists the students’ quality in comprehending the text.
Internal factors
- Motivation is one of the important factors of learners in reading comprehension.
- Self-esteem has important role in developing reading comprehension It is a human being personality that is active, highly confident.
Reading comprehension skill
Main idea
According to Spears (2000: 17), the main idea is the central point of an author’s work, typically expressed in one or two sentences that encapsulate the overall message This main idea can appear at various positions within a paragraph, including the beginning, the end, or as a blend of both, and in some cases, it may even be absent altogether.
Explicit information
Spears (2000: 12) defines explicit information is a single piece of information or fact about something.
Vocabulary
Vocabulary is defined as the knowledge of words and their meanings, as noted by Schwartz and Raphael (1985: 39) This knowledge is essential for reading comprehension, as it enhances understanding Students are encouraged to learn new words, which they can acquire through reading various materials such as books, magazines, and newspapers, or by listening to others read aloud.
Inference
Inference, as defined by McNeil (1992: 77), involves deriving ideas that are not explicitly stated Caroll, as referenced in McNeil, identifies three key methods for making inferences: analyzing the nuances of verbal expression, employing reasoning, and engaging the reader's personal experiences to understand the emotions of characters within the text.
Graphic Organizers
Definition of Graphic
There are many definitions about graphic organizers Among them are from Bromley et al, Sousa, and Zwiers.
Graphic organizers are visual representations of knowledge that help structure and arrange important aspects of a concept or topic, as defined by Bromley et al (1995:7) According to Sousa (2005:192), they serve as valuable tools for organizing and representing knowledge while illustrating the relationships between concepts.
In addition, Herley in Zwiers (2004:17) states that graphic organizers are drawings that use geometric shapes or tables to show connections between pieces of information.
Types of Graphic Organizers
Graphic organizers come in many different forms, each one is best suited to organizing a particular type of information Mcgill, Murphy, and Freeman
(2009) state that graphic organizers are generally labeled as conceptual, hierarchical, cyclical, and sequential.
Conceptual organizers are essential tools that assist students in demonstrating their understanding of a central idea Examples include concept maps, KWL charts, and Venn diagrams KWL charts facilitate the organization of prior knowledge and outline what students aim to learn, while also allowing them to reflect on their learning after the lesson Venn diagrams serve as effective means for comparing and contrasting different subjects, such as objects, topics, or characters.
A hierarchical organizer is essential for students to decompose broad concepts into more manageable sub-concepts Tools such as branching diagrams, classifying charts, and topic/subtopic webs are effective graphic organizers that enable students to illustrate complex ideas, like the food chain, in a clear and structured manner.
Students can effectively illustrate the sequence of events by utilizing sequential graphic organizers such as storyboards, T-charts, and cause-and-effect organizers These tools are particularly useful for outlining the beginning, middle, and end of a story, helping to clarify the narrative structure.
The last, there are times when it would be best to use a cyclical organizer.These organizers may be better known as the circle organizer or the circle
Figures 1 to 4 illustrate various graphic organizers designed for text interpretation with specific objectives Figure 1.1 serves to classify the author's purpose in reading comprehension, adaptable to various passage requirements Figure 2 focuses on identifying the main idea and supporting details, while Figures 3 and 4 are utilized for distinguishing between facts and opinions, and for comparing or contrasting information, respectively.
The Benefits of Graphic Organizers to reading comprehension …
Graphic organizers are valuable tools for improving reading comprehension across all age groups, as they not only assess students' understanding but also stimulate and enhance their critical thinking skills.
Organizing and connecting key concepts from reading materials enables students to clarify their thoughts and enhance their critical thinking skills This cognitive activity is essential for improving various aspects of the cognitive process dimension, as highlighted by (2011, p.24).
Graphic organizers are effective tools for enhancing student engagement in learning by incorporating words, images, and symbolic patterns like conceptual, hierarchical, cyclical, and sequential structures These visual aids cater to various learning styles, particularly benefiting verbal, visual, and logical learners Additionally, students often find it easier to express their reading comprehension through graphic organizers rather than traditional verbal responses.
In English reading lessons, utilizing graphic organizers that align with the text's structure significantly enhances student comprehension and supports their potential For sequential texts, lists or timelines are effective, while compare/contrast passages benefit from using two-column charts or Venn diagrams When reading passages are centered around a main theme with related paragraphs, employing mind maps or network trees can effectively brainstorm the topic, serving as a powerful strategy for student engagement and understanding.
Teachers can enhance student learning by utilizing graphic organizers, which aid in preparing for reading, fostering a deeper understanding of the text, externalizing thoughts, and promoting effective learning strategies.
Using graphical organizers effectively can greatly decrease the time needed to accomplish reading lesson objectives for both teachers and students The selection of suitable organizers relies on the teacher's understanding of the topic, pedagogical content knowledge for planning effective lessons, and awareness of language learners' needs This approach fosters creativity and critical thinking, which are vital 21st Century skills.
Graphic Organizers in the Classroom Activities
In his 1992 book, "Graphic Organizers: Collaborative Links to Better Thinking," Jay McTighe identified three primary methods for teachers to implement graphic organizers in the classroom and several strategies for students to enhance their learning Graphic organizers serve as valuable tools throughout the reading process, effectively utilized before, during, and after instruction.
Before instruction, teachers utilize graphic organizers to assess students' understanding of the content These pre-reading tools are designed to structure lessons and materials, introduce key vocabulary, and activate prior knowledge This strategy effectively prepares learners to engage with the upcoming reading material.
During instruction, graphic organizers allow students to approach the content cognitively because they assist thinking It also allows students to construct maps that are appropriate to their learning styles
Graphic organizers serve as effective summarization tools, aiding students in grasping their comprehension of reading passages When students can link their prior knowledge with new information and recognize the relationships between these concepts, it indicates that graphic organizers have successfully facilitated their learning journey.
Graphic organizers are visual tools that assist readers in understanding text by organizing and connecting ideas They facilitate the identification of main ideas as well as both explicit and implicit information, enhancing comprehension and retention of the material.
PRACTICAL BACKGROUND 1 The background of the study
The problems faced by students and teacher in learning and teaching
2.1 The difficulties faced by the grade 12 students in learning reading comprehension
It is clear that the students in my school have encountered many difficulties in learning reading comprehension
Many students struggle with reading lessons due to limited English proficiency, characterized by a lack of vocabulary and poor sentence structure Additionally, their insufficient background knowledge contributes to reading stress Students report difficulties in identifying explicit information, comprehending texts, finding the main idea of paragraphs, and inferring meanings.
Many EFL students tend to mentally translate reading material into their first language, which complicates their ability to answer comprehension questions effectively This translation process is time-consuming and can lead to inaccuracies in understanding the text's meaning Additionally, students often read in fragments, making it difficult to connect ideas and achieve a coherent understanding As a result, they struggle to follow the overall structure of the passage, failing to identify the main idea and how it is developed throughout the text.
Low student motivation is a significant issue, as many students do not value the support provided by their teachers They perceive the feedback from their instructors as lacking depth and find the guidance offered to be insufficient.
2.2 The difficulties faced by teachers in teaching reading comprehension for the grade 12 students
Not only the students but also the teachers cope with numerous problems when teaching reading comprehension at my school.
One of the primary challenges faced by my colleagues and me is the students' limited proficiency in English, which is evident in their insufficient vocabulary and struggles with text comprehension Additionally, the students' low motivation and lack of foundational knowledge further complicate the teaching process.
One significant challenge in education is managing large and multilevel classes, such as those at Le Loi High School, where classes can have at least 45 students This environment creates a substantial gap in English proficiency among students, with some being highly motivated and proficient while others struggle and feel demotivated Consequently, teachers find it challenging to provide individual attention and monitor each student's engagement effectively.
Teaching equipment and reference materials play a crucial role in the educational process, yet the conditions at my school are lacking Essential teaching aids, like pictures and sub-boards, are not available, forcing teachers to rely solely on textbooks, chalk, and blackboards To enhance the learning experience and make lessons more engaging, we often resort to creating our own teaching aids.
3 The method employed in teaching and learning reading comprehension skill to grade 12 students at Le Loi High School.
In traditional reading lessons, students often re-read passages to grasp the content and answer comprehension questions Many EFL students tend to mentally translate the text into their first language, which can lead to a lengthy process of understanding and responding in English This reliance on translation makes it challenging for students to ensure the accuracy of their interpretations, potentially hindering their comprehension skills.
Many students face significant reading challenges due to their preoccupation with understanding every single word, which hinders their ability to grasp the overall meaning of a text While they may excel in word recognition and pronunciation, they often struggle to identify the central theme and connect ideas, leading to a fragmented understanding Additionally, they frequently overlook the schemata necessary for comprehension, failing to pinpoint the main idea and how it is elaborated upon in the subsequent paragraphs.
With the desire of helping my students with reading comprehension skill,
In a two-month study, I found that incorporating graphic organizers in teaching provides students with effective alternatives to traditional reading and comprehension methods Unlike their typical approach, students can categorize the content of a passage and decode it more efficiently, enhancing their understanding.
This study demonstrates that utilizing graphic organizers for classifying reading passages significantly enhances comprehension compared to traditional methods By employing these tools, students develop the ability to categorize information within a text according to a structured schema Mastery of this skill enables them to break down passages into essential components such as main ideas, supporting details, and various types of statements This progression from fragmented understanding to coherent classification fosters a comprehensive grasp of the material, ultimately aiding students in interpreting the passage's logical and linguistic cues effectively.
3.1 The Purposes of the Solutions.
To achieve success in reading comprehension, students must develop effective strategies Common challenges they face include identifying the main idea, locating supporting details, understanding vocabulary, and making inferences.
Graphic organizers are an effective teaching method that helps bridge the gap between abstract concepts and more tangible ideas, facilitating better understanding for readers Their specific aims in enhancing reading comprehension include improving clarity, aiding in the visualization of information, and fostering deeper engagement with the text.
- Clarify and organize information into categories (main idea, supporting details, topic sentence, facts, opinion, etc)
- Organize information in a paragraph for better understanding.
- Construct meaning of difficult words and sentence dividing into lexes.
- Understand the context by associating with prior knowledge.
- Identify conceptual and perceptual errors that may occur in the course of reading a passage.
The implementation of graphic organizers has shown positive outcomes in enhancing learning performance, thinking skills, and attitudes towards learning Given these benefits, it is believed that graphic organizers can significantly boost students' reading comprehension by aiding in the identification of explicit information, vocabulary development, understanding main ideas, and making inferences.
3.2 The Time & The Participants of The Study.
This study was carried out at my workplace- Le Loi High School- a school in Tho Xuan district, Thanh Hoa province in academic year 2020-2021 The study lasted for eight weeks.
The study involved 46 students from class 12A2 in Tho Xuan district, encompassing both urban and rural backgrounds Among the participants, 22 were female, all aged 17, and each had been studying English for over 7 years Their academic performance in grade 11 reflected a diverse range of proficiency levels, with 5 students ranked as very good, 7 as good, and 22 as average.
12 as poor at using English In my study, students from class 12A2 were trained with using graphic organizers in reading lessons to decode information from reading passages
The current study utilized selected reading materials from English textbook 12 published by Education Publishing House, which included a mix of expository and narrative texts tailored for high school students The chosen texts were evaluated based on complexity level, topic variety, and lexical count to ensure they met the educational needs of the students.
3.4 The Procedures of the study
The Procedures of the study are as follows:
Problem identification is conducted by identifying problems of the students’ reading comprehension In this case, the researcher makes use of Pre test (Appendix 1).
THE SOLUTIONS
The Purposes of the Solutions
To achieve success in reading comprehension, students must develop effective strategies Common challenges they face include identifying the main idea, locating supporting details, understanding vocabulary, and making inferences.
Graphic organizers serve as an effective teaching method that connects abstract concepts in texts to more tangible ideas, facilitating better comprehension for readers The specific goals of utilizing graphic organizers in reading instruction include enhancing understanding and retention of information.
- Clarify and organize information into categories (main idea, supporting details, topic sentence, facts, opinion, etc)
- Organize information in a paragraph for better understanding.
- Construct meaning of difficult words and sentence dividing into lexes.
- Understand the context by associating with prior knowledge.
- Identify conceptual and perceptual errors that may occur in the course of reading a passage.
The implementation of graphic organizers has shown significant benefits in enhancing learning performance, thinking skills, and positive learning attitudes Given these advantages, graphic organizers are believed to effectively boost students' reading comprehension by aiding in the identification of explicit information, vocabulary development, understanding main ideas, and making inferences.
The Time & the Participants of the Study
This study was carried out at my workplace- Le Loi High School- a school in Tho Xuan district, Thanh Hoa province in academic year 2020-2021 The study lasted for eight weeks.
The study involved 46 students from class 12A2 in Tho Xuan district, representing both urban and rural backgrounds Among them, 22 are female, all aged 17, and they have been studying English for over seven years Their academic performance in grade 11 showed that 5 students were ranked as very good, 7 as good, and 22 as average.
12 as poor at using English In my study, students from class 12A2 were trained with using graphic organizers in reading lessons to decode information from reading passages.
Reading Materials
The study utilized selected reading materials from the English textbook 12 by Education Publishing House, featuring a mix of expository and narrative texts tailored for high school students The chosen texts were evaluated based on complexity level, variety of topics, and lexical count to ensure they met educational standards.
The Procedures of the study
The Procedures of the study are as follows:
Problem identification is conducted by identifying problems of the students’ reading comprehension In this case, the researcher makes use of Pre test (Appendix 1).
A pre-test was conducted to evaluate students' reading comprehension skills, with their scores meticulously recorded The test was tailored to align with the study's objectives, featuring a single passage accompanied by ten questions categorized into five distinct types of reading comprehension inquiries.
(4) distinguishing fact from opinion and
The test consisted of 10 questions, categorized into 2 main idea questions, 2 supporting detail questions, 2 vocabulary questions, 2 fact and opinion questions, and 2 inference questions, with each question valued at 1 mark for a total score of 10 Prior to conducting the pre-test, the researcher assessed the students' proficiency levels to ensure accurate measurement of their skills.
The result of the test showed the Students’ reading comprehension problems at my school as following.
- Students had difficulty to identify explicit information of the text
- Students had difficulty to comprehend the text as they lack of vocabulary.
- Students were unable to find main idea in paragraph
- Students had difficulty to infer the meaning of the text.
Recognizing that students faced challenges in reading comprehension, I sought to identify the underlying causes of these difficulties The issues stemmed from two primary sources: the teaching methods employed and the students' individual learning needs.
From the teacher's perspective, the teaching and learning process lacked inspiration, as the teacher rarely motivated students during class, leading to their boredom with the teaching methods employed.
The students exhibited a poor mastery of vocabulary and demonstrated a lack of motivation, which contributed to their difficulties in reading comprehension, particularly due to the challenging material provided by the teacher.
To overcome the problems above, I would like to
- Use selected text suited with their daily life experience and their interest during the research as it easier to understand by the students.
- Use graphic organizers to improve students’ reading comprehension skill.
After diagnosing the issues and their underlying causes, I develop a strategic action plan This involves meticulously preparing for research requirements, including crafting lesson plans, creating observation sheets to document student activities, and assembling necessary teaching aids and instruments.
Here is an example of the lesson plan I made to use in my study
Lesson plan is a proposal for actions in teaching activities Knowing that case, I designed the lesson plan as follows: a)General Instructional Objectives:
The students will be able to comprehend the text b) Specific Instructional Process ã
- The students are able to find explicit information in the text.
- The students are able to comprehend the text
- The students are able to find main idea in a paragraph of the text.
- The students are able to infer the meaning of the text c) Indicator: Using conflict dissection graphic organizer, students are able to;
- Find explicit information in a text
- Find word meaning in a text
- Find main idea in a paragraph
- Inferring the meaning of the text d) Time: week 15 th , school year 2020-2021 e) Materials
The text about “tobacco smoking”
Tobacco smoking is widely recognized for its severe health consequences, including lung cancer, heart disease, and emphysema-bronchitis Cigarette smoking has inflicted more harm on human health than all recorded wars combined, with over 80,000 annual lung cancer deaths in the United States alone In the past decade, smoking has contributed to the deaths of at least 2 million Americans, along with countless others globally, particularly in countries where smoking is prevalent According to 1992 statistics, smoking accounted for 20% of all deaths worldwide While smoking rates are declining in developed nations, they continue to rise in developing regions, with approximately 15 billion cigarettes sold daily The increase in smoking among women and individuals from Asian countries highlights a growing health crisis, marking tobacco use as an unparalleled disaster in public health history.
(Source:http://books.google.co.in/books? id=h5QnGCpmhgUC&printsec=frontcover#v=onepage&q&fse) f) Teaching Learning Process
In this stage, the teacher introduced graphic organizers (GOs) as a technique to enhance students' reading comprehension The discussion included the strengths of GOs, various types available, and how to select them for explicit information, vocabulary development, main ideas, and making inferences.
The teacher demonstrated how to use a specific graphic organizer by first displaying it and explaining key terms such as main idea, supporting idea, fact, and writer's opinion Next, the teacher identified the elements of the passage and populated the blank graphic organizer with these components Subsequently, the teacher inferred the practical value implied in the passage and concluded by addressing all student questions related to both the passage and the graphic organizer used.
During the reading session, the teacher distributed a text titled "Water" along with a blank graphic organizer, followed by an introduction of key vocabulary Students then read the text silently, comparing it with their prior knowledge The teacher instructed them to fill out the graphic organizer while observing their activities Once completed, the students shared their findings collectively.
During this stage, the teacher engaged students by asking questions about the passage to assess their comprehension This approach also encouraged students to build confidence in their responses Subsequently, the teacher introduced an effective graphic organizer and instructed students to use it as a model for note-taking.
*Closing: Teacher summarized the main points in the lesson, assigned home work g) Tool/Media: internet- based computer, markers, large sheet of paper, etc.
During this stage, the researcher documented instructional activities through field notes to understand the classroom dynamics and student responses when graphic organizers were utilized The action plan for implementing these instructional strategies was carefully developed to enhance learning outcomes.
Techniques of Analyzing Data
In this stage, I observed and monitored the activities in the classroom during and after teaching learning process by making notes of students’ progress on reading comprehension
After implementing graphic organizers in teaching reading comprehension, I reflected on the classroom experiences and collaborated with colleagues to evaluate the effectiveness of this approach We assessed student performance through a post-test (Appendix 2), which measured the outcomes following the intervention This evaluation provided valuable insights that will guide my planning for future lessons.
The revision process addresses the weaknesses identified in previous lessons, aiming to improve future sessions by effectively managing any remaining issues.
In this study, quantitative data was collected through pre- and post-tests to evaluate the effectiveness of graphic organizers on enhancing students' reading comprehension The aim was to determine whether there was a significant improvement in students' understanding of reading material after the implementation of this technique.
In the analysis of quantitative data, descriptive statistics were employed to determine the percentage of student achievement The process involved several key steps: first, assessing the students' responses on the written test conducted during the implementation cycles to identify correct and incorrect answers; second, calculating the number of correct responses; and finally, computing the overall scores from the written test.
I calculated the percentage of the correct answers of each student by using percentage correction The percentage is used to measure the students’ reading comprehension.
RESULT AND DISCUSSION 1 Results of the study
Discussion
Based on the result of the study, I could identify some strengths and weaknesses of the implementation of graphic organizer in teaching reading comprehension
- The students became more interested and motivated to join the class as they were introduced a new technique that is GO
- The students were familiar with the text, so it encouraged the students to activate their background knowledge By activating their background knowledge, the students understood the text well
- Graphic organizers were effective to solve the students’ difficulties on reading comprehension, such as explicit information, vocabulary, main idea, and inference
The researcher and teacher engaged in active discussions both prior to and following their meetings, collaboratively reflecting on and evaluating the teaching-learning process This approach aims to enhance teaching proficiency and effectiveness.
Conclusion
Implication
This study's findings indicate that graphic organizers significantly enhance students' reading comprehension and positively transform classroom dynamics Additionally, students exhibit a notably improved attitude toward reading as a result of these interventions.
A recent study indicates that using graphic organizers as a novel teaching technique effectively enhances students' reading comprehension To successfully implement graphic organizers in the classroom, educators should follow specific steps.
This study serves as a valuable resource for teachers aiming to enhance teaching quality through effective techniques that boost students' reading abilities Additionally, incorporating graphic organizers in writing classes can significantly improve students' English skills Therefore, it is essential for teachers to familiarize themselves with the use of graphic organizers to maximize their potential in the classroom.
Suggestion
Based on the previous experiences that the researcher gained during the action research, the researcher could give suggestions for betterment of students’ reading comprehension as follows
For the sake of improvement of students’ reading comprehension, English teachers are suggested to:
• Select and present material according to the students’ level and need
• Check readability of the text that is going to be applied for teaching
• Encourage students to learn reading comprehension not only in the classroom but also outside the classroom to make them more familiar with different written English texts.
• Select the appropriate graphic organizers for classroom usage
• Explain graphic organizers explicitly when teachers gave modeling phase.
For the sake of successful learning of reading comprehension, students are suggested to:
• Develop reading comprehension ability through forming reading habit to enrich students’ vocabulary mastery.
• Use actively all vocabularies that have been learned into different skills
• Train a lot in reading using different genre of the texts
• Monitor the comprehension by generating questions and explain back anything that has been learned
• Don’t be shy to ask or consult a teacher or other related expert when having difficulty
For the effectiveness of the teaching and learning process, the school is suggested to:
• Introduce graphic organizers among teachers in school
• Implement various graphic organizers to teach English especially reading comprehension
• Provide adequate facilities to support the success of the teaching learning process.
XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ
Thanh Hóa, ngày 18 tháng 5 năm 2021
Bromley, K., Irwin-DeVitis, L & Modlo, M (1999) 50 graphic organizers for reading, writing & more: Reproducible templates, student samples, and easy strategies to support every learner New York: Scholastic Professional Books.
Irwin-DeVitis, L and Pease, D (1995) Using graphic organizers for learning and assessment in middle level classrooms Middle School Journal, 26 (5), 57-
Langford, P A., Rizzo, S K., & Roth, J M (2003) Improving student comprehension in content areas through the use of reading strategies Illinois:
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Chi Fan, Y (2010) The Effect of Comprehension Strategy Instruction on EFL
Learners’ Reading Comprehension Asian Social Science, 6(8), 19-29. http://dx.doi.org/10.5539/ass.v6n8P19
Griffin, C C., & Tulbert, B L (1995) The Effects of Graphic Organizers on
Students’ Comprehension and Recall of Expository Text : A review of the
Research and Implication of Practice Reading and Writing Quarterly:
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Hoang Van Van, 2006, English textbook 12 , Education Publishing House.
Appendices Appendix 1: The pre- test Passage1: Read the following passages and answer the following questions:
Water is essential for life, covering nearly three-quarters of the Earth's surface and playing a crucial role in the environment It is vital for the survival of all living organisms; without water, plants cannot grow, aquatic life has no habitat, and animals that rely on water for food are unable to thrive In the United States, drinking water is often fluoridated to prevent dental cavities, while plants absorb water through their roots, taking in necessary minerals and nutrients that benefit our health when we consume them Water exists in three forms: solid (ice), liquid, and gas, each contributing to the Earth's ecosystems and our daily lives.
When water is boiled or heated by the sun, its molecules gain energy and can transform into water vapor, a gaseous state.
Water vapor in Earth's atmosphere cools and forms clouds, which eventually release precipitation such as rain, snow, hail, or sleet when enough particles coalesce This cycle of evaporation, condensation, and precipitation is known as the water cycle Water can travel above ground in streams or rivers, flow underground, or exist as large glaciers Regardless of its form, water is a powerful force that shapes the landscape by eroding mountains and carving valleys.
Water is essential for life on Earth, and it is crucial for drinking, cooking, washing, and agriculture Unfortunately, a significant portion of the global population lacks direct access to clean water Living in a country where clean water flows from our faucets makes us fortunate, and it is our responsibility to use this precious resource wisely.
Which of the following is main idea of the passage? a Contamination of water b process of raining c All about water d Responsibility of man
2 Based on the main idea, suggest an apt title for the passage.
“water has lot of useful minerals”
Identify two supporting details from the passage for the above idea.
4 Identify a supporting detail from the passage which talks about the conservation of water.
Find synonymous word from the passage for the below words: a disappear b tap
6 Fill in the blanks with the appropriate words from the passage. a _ substance that provides nourishment essential for growth and the maintenance of life.
7 Identify the following sentences as fact or opinion:
The process of water evaporating, condensing and falling to
Earth is called water cycle.
8 Most of the world’s population does not have direct access to clean water
What happens if the water bodies are contaminated?
10 What do you infer from the following extract?
Minerals and other nutrients enter the plant with the water.
Appendix 2: The post- test Passage2: Read the following passages and answer the following questions:
Every day, millions of bacteria attack your teeth, forming a clear coating known as plaque These bacteria thrive on sugar, producing acids that can erode tooth enamel and create cavities You can actually taste the sour acid produced by these bacteria about an hour after consuming sugary foods To effectively prevent plaque buildup, it is essential to brush your teeth for at least two minutes, twice a day, using a toothbrush and toothpaste.
Teeth consist of three main layers: enamel, dentin, and pulp Enamel, the outermost layer, protects the crown of the tooth, while the root lies beneath the gum line As the hardest substance in the body, enamel is essential for withstanding the forces of chewing Beneath it, dentin forms the bulk of the tooth, providing support and safeguarding the nerves and blood vessels found in the pulp When bacteria penetrate enamel, they create cavities, which can harbor more bacteria and produce acids that damage the tooth further If left untreated, deep cavities can expose the nerves in the pulp, leading to pain.
Dentists effectively treat cavities by first removing the decayed portion of the tooth through drilling, followed by filling the resulting hole with a ceramic material that resembles glass While this filling is durable like enamel, it is still prone to breaking, making it crucial to prioritize cavity prevention.
Fluoride, commonly found in toothpaste and drinking water, strengthens tooth enamel and helps prevent cavities by resisting acid damage To maintain healthy teeth as you age, it's essential to brush for at least two minutes twice daily with fluoride toothpaste This practice not only protects your teeth but also contributes to a confident smile.
Which of the following is main idea of the passage? a strength of the enamel b Dentists and the teeth c Teeth and the damage caused to it d Avoid cavity
2 Based on the main idea, suggest an apt title for the passage.
3 When bacteria eat through the enamel on your teeth, they form cavities.
In the context of dental health, it is important to recognize that while bacteria thrive in the presence of cavities, the primary focus should be on the maintenance and cleaning of tooth enamel to prevent such cavities from forming Therefore, the statement that does not support this idea is: "Bacteria can survive only when there are enough cavities."
To effectively combat cavities, it is crucial to maintain regular and proper brushing habits, as this helps prevent decay from reaching the pulp of the tooth, which can lead to significant pain.
4 Identify a supporting detail from the passage which talks about the prevention of the deposition of bacteria on the teeth.
Find synonymous word from the passage for the below words: a defend b avert
6 Fill in the blanks with the appropriate words from the passage.
is an important part of the teeth It is covered by the enamel and it covers the pulp. 7
Identify the following sentences as fact or opinion:
1 Bacteria make a clear coating on the teeth called plaque
8 The best way to prevent plaque is to brush for two minutes at least two times a day using toothpaste and a toothbrush.
Enamel is the hardest material in your body, and that’s a good thing considering what you eat.
The author implies that enamel, while being the hardest material in the human body, is essential for facilitating easy chewing of food It highlights that enamel's strength is significant, but it is important to recognize that it is not indestructible.
10 It will also give you something to smile about.
What does ‘it’ signify in the above extract from the passage?
Types of activities: (circle one) original/ modified
1 This sheet is for observing the class as a whole, not individual student.
2 Complete this sheet when the tasks are drawing to close.
3 Circle one number for each statement below.
4 Add your comments at the bottom of the sheet if you wish
1 Mark how involved in the task the students are:
Not very involved 1 2 3 4 5 very involved
2 Mark the level of students’ concentration on the learning task:
3 The students are enjoying the task
4 The students are paying persistent attention to the learning tasks
5 The students find the modified activities interesting
6 The modified reading tasks are appropriate for the students