Rationale
The English language has gained significant global importance, emerging as the international language spoken widely across many countries and serving as the native tongue for over 350 million people Its status as a primary language is reflected in the prevalence of English names in economic, cultural, and financial associations, as well as the demand for English proficiency among employees in various enterprises Consequently, English has become a core subject in schools worldwide, highlighting its essential role in education and communication.
Reading is arguably the most researched skill in language teaching, with numerous studies revealing diverse theories on effective reading instruction Consequently, language educators have a broad range of teaching methods and techniques to choose from when helping students learn to read in a second or foreign language.
For students who are learning English in an SL/FL context, reading is the most crucial skill to master due to several reasons According to Harmer
Reading is essential for students for two key reasons Firstly, it enhances their personal lives by positively influencing their future studies and careers, while also providing enjoyment through leisure reading Secondly, reading significantly aids in language acquisition, as it improves writing skills, spelling, and vocabulary knowledge.
Recognizing the vital role of reading in student development underscores the need to enhance their reading skills To accomplish this, it is essential to refine our reading lessons by utilizing effective methods and techniques grounded in established theories This article outlines key reading theories and offers practical tips and guidelines for applying these theories to foster students' reading abilities.
Reading is essential in any language as it serves both entertainment and educational purposes, opening new worlds and enriching lives Additionally, it improves hand-eye coordination and enhances social skills.
But for learning a foreign language , in this case English , reading in that language has additional important benefits that can help you learn the language faster and more completely
Reading is an essential skill for language learners When your reading skills improve , your listening, speaking and writing skills improve too
In Vietnam, particularly at Haiphong Management and Technology University (HPU), reading is a crucial focus in teaching English as a foreign language English is taught in a non-native environment, making reading essential not only for knowledge acquisition but also for further academic study Despite several years of English education, final-year students often struggle with comprehension due to limited vocabulary, grammar, reading skills, and insufficient background knowledge Additionally, teachers encounter challenges in meeting students' learning needs and adapting to new materials, while teaching methods still fall short of international educational standards.
Identifying effective methods to motivate students in learning English reading skills is essential This study aims to enhance English learning, particularly reading, for final-year English majors at HPU Additionally, it seeks to provide valuable recommendations for teachers to improve the teaching and learning of English reading at HPU.
This study aims to identify the primary challenges faced by first-year English majors at Haiphong Management and Technology University in developing their reading skills Additionally, it seeks to propose effective solutions to enhance these skills for students The specific objectives of the research focus on understanding the difficulties in reading and providing actionable recommendations for improvement.
Firstly, the study focuses on the theory related to reading skill, the awareness of the importance of reading and learning reading methods
Secondly, the study explores the real situation and problems which students have to encounter in learning reading
This study aims to propose effective and productive methods tailored for first-year English majors at Haiphong Management and Technology University.
The present study focuses on improving the final year English majors’ reading skill at HPU In fact, there are lost of various techniques to study
In this graduation article, I aim to explore effective strategies for enhancing the reading skills of final-year students at HPU, despite the limited scope of my personal experience compared to the wealth of available resources and research on the subject.
Methods of the study
The study is carried out on the basic of qualitative and quantitative research methods including questionnaires and class observation
Questionnaires serve as a tool to enhance the objectivity of the researcher's evaluation Administered to first-year students at HMTU, these questionnaires aim to identify the challenges faced in reading skills and propose potential solutions to address these difficulties.
The analysis of survey statistics regarding reading activities at HMTU was conducted in collaboration with both teachers and students The study's comments, recommendations, and conclusions are all derived from the data analysis.
Besides, more information needed for the study is gathered through other methods such as informal interviews and discussions with teachers and students at HMTU
The result of this expected to be useful for:
To motivate and make enthusiasm the students in the learning process especially in reading teaching and helpful for students will be able to create more enjoyable and meaningful learning
This method makes the teacher easy in teaching reading and this expect to give useful contribution in teaching reading and give another way for the teacher develop student’s reading
This research useful to improve the quality of education and develop English language teaching of the school
The researcher will improve his knowledge in teaching reading method and have experience in observation and apply with classroom action research at school.
Organization of the study
The research work has three main parts :
Part A - Introduction provides ratonale , the aims , scope , methods , significance and organization of the study
Part B - Development consists of three chapters :
Chapter 3 : Suggestions to improve the reading skill for the final year English major student at HPU
Part C - Conclusion summarizies what is given in previous chapters and limitation of the study as well as recommendations for further study
THEORITICAL BACKGROUND
The difinition of reading
Reading is a receptive skill that involves interpreting written symbols to understand the author's message While traditionally viewed as a passive activity, reading should be approached actively Block (1992) highlights that reading is often an unnoticed process in language classrooms, leading many teachers to mistakenly believe that reading instruction should be teacher-centered.
Reading involves not only the act of reading but also comprehending the material A common sentiment among foreign language students is, "I can read it, but I do not understand what it means," which highlights a gap in true reading proficiency As noted by William (1984), this distinction is crucial for grasping the full essence of reading.
Reading plays a crucial role in learning a foreign language by allowing learners to practice vocabulary and structures encountered in listening and speaking The language acquired through reading can be effectively applied in writing, and it also helps learners develop the skills needed to comprehend texts and extract relevant information.
Reading is the process of constructing meaning from written texts It is a complex skill requiring the coordination of a number of interrelated sources of information
In summary, reading is a process that involves understanding the messages conveyed in a text, allowing readers to grasp the intended meaning from the author's written information.
Reading is a mental process There are many definitions of reading information from the written linguistic message In Longman Dictionary of Applied Linguistic, reading is said as:
“Perceiving a written text in order to understand its contents This can be done silently (silent reading) The understanding that result is called reading comprehension ’’
Reading is an interactive process that involves a two-way exchange of information between the reader and the author, as defined by Brunan W.K (1989) Similarly, Smith (1973) supports this perspective, highlighting the collaborative nature of reading.
“Reading is an act of communication in which information is transferred from a transmitter to a receiver”
As for students, they define reading which cited from Jensen and Petty
Books are portals to countless adventures, engaging readers with familiar moments that evoke the feeling of recognition As one opens a book, the words flow seamlessly, captivating the mind and sparking imagination.
Reading is a complex mental process that requires the integration of various skills, including listening, speaking, and writing, to enhance comprehension and effectiveness.
1.1.3 Differences between reading and spoken language
Reading and speaking are essential skills for effective communication, yet they are often perceived as distinct abilities Historically, many individuals learned to speak naturally, while literacy was not universally achieved, leading to the belief that these skills were unrelated However, contemporary research suggests a reciprocal relationship between reading and speaking; as one skill improves, so does the other This connection is crucial not only in early childhood education but also for adult learners For instance, Juan Estudia, an educated adult from the fictional country of Estudiantina, exemplifies how his approach to learning English—both speaking and reading—will significantly influence his overall success.
Students must understand the purpose and goals of reading specific texts, as this awareness is crucial for both teachers and learners The effectiveness of reading is closely tied to the types of reading skills employed, enabling students to achieve their objectives more quickly and efficiently According to Kenneth Beare, an ESL trainer and developer, there are four primary types of reading skills that can enhance the reading process.
Skimming: reading rapidly for the main points
Scanning: Reading rapidly to finda specificpieceof information
Extensive reading: reading a longer text, often for pleasure with emphasis on overall meaning
Skimming is a reading technique that involves quickly sampling text at various points, distinguishing it from general rapid reading This method is widely utilized in reading comprehension and can serve as a precursor to deeper understanding Grellet (1981: 19) provides various definitions of skimming, highlighting its importance in the reading process.
Skimming involves quickly reviewing reading material to grasp its main ideas, structure, and the author's tone or intent The primary goal of skimming is to gain a general understanding of the text.
Skimming, also known as previewing, involves quickly reviewing a book's contents, such as chapter headings and subheadings To teach skimming effectively, educators should encourage students to read the beginning or end of a text, which can provide insights into the main topic This strategy allows students to predict the passage's purpose and identify key ideas, giving them a "head start" for more focused reading Additionally, skimming aids in organizing thoughts and clarifying the information needed from a text, making subsequent reading more efficient.
In conclusion, skimming is an essential reading comprehension technique that allows readers to grasp the main ideas of a text without focusing on details It should be introduced as the initial step in teaching reading, providing students with an overview of the material they will encounter This approach ensures that they can comprehend the entire text later on However, skimming can be challenging for younger learners or beginners, as they often lack the confidence and language knowledge necessary to effectively employ this skill.
Scanning is a crucial reading strategy that focuses on quickly locating specific information within a text Unlike skimming, which provides a broader understanding, scanning is more targeted and efficient, allowing readers to retrieve relevant details such as names or dates without following the text linearly Cultivating scanning skills from an early stage can significantly enhance cooperative text study, making the process smoother and more effective As Francois (1981: 19) notes, during scanning, readers allow their eyes to wander until they find the information they seek, demonstrating the importance of this skill in effective reading practices.
Scanning is a fast reading technique that enables you to quickly find specific information such as names, dates, places, or statistics This method is also useful for identifying general settings in short stories Additionally, scanning is essential when interpreting maps, charts, tables, or graphs and is a primary skill used by researchers to locate relevant information on specific topics.
Type of reading
Extensive reading serves as a fluency activity focused on general understanding, reinforcing language skills previously taught in class It offers students essential practice in inferring meaning from the context, enhancing their overall comprehension and language proficiency.
Extensive reading, as defined by Lewis and Hill (1985), involves students gaining a general understanding of texts without needing to comprehend every word This approach allows readers to engage with longer texts without intense concentration, aiming to cover a large volume of material quickly It is primarily viewed as a source of entertainment and pleasure, encouraging students to read outside the classroom for enjoyment and fluency in a foreign language, independent of teacher assistance Additionally, extensive reading provides the necessary practice for developing rapid and efficient reading skills, while also exposing learners to a significant amount of the target language, even if they are not immersed in a native-speaking environment.
Extensive reading is crucial for language acquisition, as highlighted by Nuttall (1982: 168), who states that immersing oneself in a community of native speakers is the most effective method for enhancing foreign language knowledge If this is not possible, engaging in extensive reading serves as the next best alternative.
The practice of extensive reading needs little justification It is clearly the earliest way of bringing the foreign learner into sustained contact with a substantial body of English
Broughton (1980: 111) identifies three effective methods to promote extensive reading: providing class sets of books, implementing a class library system, and utilizing the school library.
Intensive reading is essential for university students as it encourages them to engage with texts outside the classroom, allowing them to apply their language skills for personal use This approach not only fosters a sense of pleasure and interest in reading but also enhances motivation, making it a valuable practice in their academic journey.
The remaining two kinds of reading activity, content study reading and linguistic study reading are also often grouped together and called intensive reading
Intensive reading differs from extensive reading in that it focuses on accuracy rather than fluency While extensive reading allows learners to read independently and without detailed comprehension, intensive reading requires close guidance from a teacher or specific tasks that encourage deep engagement with the text This approach emphasizes not only understanding the content but also analyzing how meaning is constructed, making both the "what" and the "how" essential in developing students' reading skills.
Intensive reading, as defined by Lewis (1985), involves students achieving complete understanding of the texts they read, enabling them to answer detailed vocabulary and comprehension questions This approach focuses on the in-depth comprehension of short texts, aiming to grasp the logical arguments, rhetorical structures, emotional nuances, and the author's intentions and linguistic techniques (Broughton, 1980) Ultimately, the goal of intensive reading is to elicit a profound cognitive response from students, fostering personal insight rather than merely relying on external instruction or repetition of others' interpretations.
In real life, our reading purposes frequently change, necessitating various reading strategies to gather information effectively Educators must remain adaptable and proactive in selecting appropriate reading methods to foster independence and efficiency in their students' reading skills.
SURVEY QUESTIONAIRE
Participants
A survey was conducted with 30 English major students at Hai Phong Management and Technology University, including final year, second year, and third year students aged 18 to 23 from various regions of Vietnam These students have studied English for over 12 years, from primary to high school, but have had to balance it with numerous other subjects, resulting in limited focus on English learning Consequently, their proficiency is generally at the elementary to pre-intermediate level, enabling them to communicate in English with teachers and classmates during English classes.
Currently, students have 40.5 English periods per semester, with three 50-minute sessions each week, following a syllabus focused on "Effective Reading" at the pre-intermediate level.
After this survey is completed, we will have a better understanding about the cause of difficulties in reading skill experienced by finnal year English majors.
Purpose of the survey questionnaires
A survey was conducted at Hai Phong Management of Technology University to gain a comprehensive understanding of the challenges faced in learning English reading The primary objective of this study is to collect and analyze data to enhance English reading skills among students.
To make out the attitude of students towards English learning in general and English reading skill in particular
To get more information about the real situation of leaning reading skill in class and out class in English major at Hai Phong Management of
To get to know students‟ difficulties as well as expectations to find the activities that can attract them into reading English
Finally, thanks to these, I will suggest a way to reading with many activities that can attract students‟ interests and improve their reading skill.
Design of questionaire
This chapter outlines the research methodology employed in this study, detailing the research purpose, questions, design, and process It also discusses the population and sample, the research instruments utilized, and the methods of data collection and analysis.
This research aims to analyze the challenges faced by final-year students majoring in HP regarding their reading skills, while also identifying the underlying reasons and potential solutions Key factors examined include students' assessment methods, levels of interest, attitudes towards reading, difficulties in speaking, and motivational influences on students.
The primary aim of this research study is to assess the frequency of speaking difficulties among students and to highlight the significance of speaking skills in their education Additionally, the study will explore the challenges faced by students and the factors that influence their interest in speaking Finally, it will investigate the motivating elements that encourage students in their English reading learning process.
There are 8 following questions raised for the students:
There are 8 following questions raised for the students:
1 Student’s real situations of learning English reading skill ?
2 How long have you been learning English ?
3 Do you like English reading lessons at class ?
4 What do you think about the importance of English reading skill ?
5 What is your problem in reading skill ?
6 Which of the following reasons make you difficult to learn English reading ?
7 What reasons reading activities do you like most ?
8 How much time do you spend on studying reading skill ? c, Research design
This study employs a descriptive quantitative research design to collect data on final-year students' speaking skills The chosen methodology facilitates a comprehensive understanding of the students' performance in this area.
During a break at HaiPhong Management and Technology University, the researcher engaged with potential participants to seek their involvement in the study, clearly outlining the research scope The respondents showed a willingness to participate, and discussions lasted around 20 to 25 minutes, during which the researcher took notes for data analysis Participants were encouraged to freely share their opinions on various topics within the study's focus, resulting in smooth and pleasant conversations.
The researcher designed an 8-question questionnaire for students to facilitate easy summarization and analysis of the collected data This survey was distributed to 15 students at HP Management and Technology University to gather relevant information.
To ensure the reliability and validity of the samples, questionnaires were distributed to learners during their class break and collected immediately This timing allowed the learners to focus on answering questions related to their recent experiences Prior to the survey, the researcher explained the study's purpose and significance, addressing any potential misunderstandings about the questions In addition to written instructions, oral explanations in Vietnamese were provided to eliminate ambiguity Ultimately, 15 students participated in the survey.
This section outlines the processes involved in gathering information to identify solutions for the stated problems The steps for data collection in this study are detailed as follows:
Explaining about the questionnaires to the students The researcher explains the items clearly to avoid misunderstanding
Giving instruction to the students to fill out the questionnaires
Collecting the students’ questionnaires h, Data analysis
The next step after the researcher collects the data is analyzing the data are some steps in analyzing the data They are presented as follows:
Reading and identifying the questionnaires that had been answered
Classifying the result of the questions
Composing tables to classify students’ problems and strategies used based
Calculating the result taken from the students’ answer based on the tables
Going to conclusion based on the data analysis
Student’s real situations of learning English reading skill
Most students come from rural areas, which has limited their opportunities to practice English skills during secondary school Their focus has primarily been on reading and writing to prepare for university and graduation exams Despite studying English for 5 to over 7 years, many students struggle with reading proficiency.
The 15 copies of the questionnaire delivered to the learners The data are analyzed in this part of the study in the below tables and charts which show the responses for the questions in the questionnaires Besides, the first question the questionnaires bring a result that according to students’ opinion, speaking skill is very difficult
Chart 1: The students' assessment of learning the reading skill
It can be seen obviously in the chart that the reading is a difficult skill to
Very difficult Difficult Not difficult Easy
Learning English reading skills presents varying levels of difficulty for learners According to recent findings, 23% of learners perceive reading as very difficult, while 20% find it to be of average difficulty, and only 2% consider it easy Notably, those who excel in reading often come from supportive learning environments, such as English Centers or families that prioritize English education.
In short, the survey proved the assumption about the difficulty of reading English and learning it.
How long have you been learning English ?
Chart 2 : How long have you been learning english ?
The objective of the survey is to assess the duration of English studies among students According to the data presented in Chart 2, both rural and urban students begin learning English at an early age Specifically, final-year students from 1997 reported starting their English education either in middle school or in grade 6 In contrast, second and third-year students at Haiphong Management and Technology University (HPU) indicated that they commenced their English studies in grade 3 of primary school.
16 finnal year (1997) second year (1998) third year (1999)
City students begin learning English a year earlier than their counterparts in hometowns, resulting in a noticeable advantage in language proficiency As illustrated in the accompanying image, most city students have had early exposure to English education, which significantly enhances their skills compared to those who start later.
2.2.3 Do you like English reading lessons at class ?
Chart 3 : Do you like English reading lessons at class ?
At Haiphong Management and Technology University (HPU), English students recognize the significance of reading, with 48% expressing a preference for reading comprehension Conversely, 17% do not enjoy reading skills, and 9% have a strong dislike for learning reading in class However, 26% of students genuinely appreciate English reading during lessons, highlighting their awareness of the essential role reading plays in their education.
LikeReally LikeNot LikeNot really Like
What do you think about the importance of English reading skill ?
The fourth question in the questionnaire aims to assess the opinions of final year Management and Technology students in Hai Phong regarding the significance of reading skills.
Chart 4: The importance of English reading skill
According to Chart 3, a significant 83% of students at HPU believe that developing speaking skills is crucial for their English learning, while only 4% consider it somewhat important This data highlights the consensus among students on the vital role of English reading skills in various aspects of life.
In summary, speaking skills are essential for effective communication in everyday life, making them increasingly important in the process of learning English.
ImportanceVery importanceQuite importanceOther
What is your problem in reading skill ?
Reading plays a crucial role in expanding students' vocabulary and enhancing their understanding of the world, serving as a foundation for success in spelling and writing However, surveys indicate that many students struggle with poor English reading skills, facing various challenges in their learning process.
The above problems shown in the following table :
Unable to get the gist
Cannot do exercises New words
Table 1 : Students’ problems in reading skill
The data indicates that a significant portion of students struggle with understanding the main concepts, with 40% unable to grasp the primary material and 45% facing challenges in problem-solving Additionally, 35% of learners lack interest in expanding their vocabulary, while only 16% perceive looking up words as an easy task Furthermore, 19% acknowledge that they encounter real difficulties in this area Regarding reading speed, 50% of students consider slow reading to be a normal experience, whereas 20% find it challenging, and none express gratitude for it Moreover, speaking activities play a crucial role in enhancing students' interest in learning skills.
An interview revealed that 30% of students show indifference towards completing their homework, while 5% struggle with the homework assignments, highlighting a significant issue in their reading skills.
In summary, understanding student issues in English reading plays an important role in learning and teaching English It will bring students and
Which of the following reasons make you difficult to learn English
When surveying the students ‘‘Which of the following reasons make you difficult to learn English reading ? ’’ Most students have the following reasons :
The reasons that make it difficult for students to read English are shown in the following chart :
Chart 6 : The following reasons make you difficult to learn English reading
The chart shows that the lack of materials is not a big problem Only 9
A significant percentage of learners, specifically 53%, attribute their reading difficulties to poor vocabulary, while 24% cite inadequate reading skills as a contributing factor Additionally, 10% of students express concerns related to other challenges in reading.
Many learners cite poor motivation as a significant barrier to their English speaking skills Additionally, 7% of students identify teaching methods and their background knowledge as factors impacting their reading abilities Ultimately, a common consensus among students is that limited vocabulary significantly hinders their proficiency in English speaking.
What reasons reading activities do you like most ?
The questionnaire for students includes a question about their favorite reading activities Various activities commonly take place in English reading classes, encompassing a range of exercises that engage students and enhance their learning experience.
The collected data are shown in the below chart :
Chart 7 : The reasons reading activities do you like most
The chart reveals that a majority of students, 52%, enjoy pair reading, while 45% prefer individual reading Notably, the percentage of students disinterested in reading activities is minimal, with only 32% expressing a dislike for extensive reading.
Pair reading Indidual reading Group reading Speed reading Intensive reading Extensive reading
UninterestedNot likeLikeLike most learn reading skills should also improve So how long have students spent learning reading? The next chart will show this question.
How much time do you spend on studying reading skill ?
Chart 8 : How much time do you spend on studying reading skill ?
The pie chart indicates that most students dedicate only 30 minutes daily to reading study, with just 14% spending an hour or more This limited time investment significantly impacts their reading efficiency.
30 minutes a day an hour a day two hours a day other
SUGGESTIONS TO IMPROVE THE READING SKILL
Extensive reading
3.1.1.How to Improve Reading Comprehension:
Because reading comprehension is a skill that improves like any other, you can improve your understanding with practice and a game plan
Dedicate yourself to engaging in a combination of both "guided" and
For effective reading practice, dedicate two to three hours weekly, combining structured guided practice with relaxed reading Guided practice should focus on learning new vocabulary and testing your knowledge, while relaxed reading allows you to enjoy literature without pressure for at least one to two hours If you already read for pleasure, aim to increase your reading time by an additional hour.
Combining study-focused reading with enjoyable reading can enhance your reading skills while ensuring that reading remains a pleasurable activity rather than a chore Since reading is an integral part of our daily lives, it's essential to improve comprehension without sacrificing the joy that comes from the experience.
So what are some of the first steps for improving your reading comprehension level?
Step 1: Understand and Reevaluate How You're Currently Reading
Before you can improve your reading comprehension, you must first understand how you're currently reading and what your limitations are
To enhance comprehension, begin by choosing excerpts from various unfamiliar texts such as textbooks, essays, novels, or news reports As you read these selections, pay attention to moments when your focus, energy, or understanding starts to diminish.
To improve your comprehension and concentration over time, gradually build your stamina by extending your reading duration If you find your focus waning after 20 minutes, start by reading for that maximum time, then take a break Each subsequent session, aim to increase your reading time by a few minutes, progressing from 20 to 22, then 25, and eventually 30 minutes, while ensuring you maintain your focus throughout.
If you notice a decline in your concentration or comprehension, it's important to take a break rather than pushing yourself too hard, as improvement takes time and rushing can lead to frustration Additionally, your reading comprehension challenges may stem from the complexity of the material rather than the time spent reading Struggles with understanding key elements, context, character development, or dense, symbolic texts can hinder comprehension To address these weaknesses, consider implementing the following tips to enhance your reading skills.
Reading comprehension depends on a blend of vocabulary, context, and the interplay of words, necessitating a grasp of each element to fully understand the text.
If you find it challenging to grasp certain vocabulary, context clues can help you infer their meanings, but looking up unfamiliar words is essential While reading, maintain a list of words you don’t recognize and create flashcards with their definitions Set aside fifteen minutes a few times a week to quiz yourself on these vocabulary flashcards for effective learning.
To begin, gather blank index cards in various colors for an affordable and fun option, and choose a method for organization, such as plastic baggies, rubber bands, or a dedicated organizer.
For an effective study tool, consider using easy-flip flashcards with binder clips While creating your own flashcards is highly recommended, purchasing pre-made options like Barron's "1100 Words You Need to Know" can also be beneficial, as it offers a series of exercises designed to help you master essential vocabulary and idioms.
To effectively retain your vocabulary knowledge, it's essential to combine practiced memorization techniques, such as studying flashcards, with active usage of new words in both verbal and written communication This guided vocabulary practice not only helps you learn new words and their meanings but also ensures proper retention over time.
The best way to improve your reading comprehension level is through practice And the best way to practice is to have fun with it!
To make reading an enjoyable experience rather than a tedious task, it's essential to incorporate it into your daily life Engaging with texts that are slightly below your age or grade level can alleviate frustration and help you relax while enjoying the story By practicing and immersing yourself in reading, improvement will come naturally Start with fun and easy reads to foster a love for literature.
Aru Shah and the End of Time by Roksani Chokshi
Brown Girl Dreaming by Jacqueline Woodson
The Westing Game by Ellen Rankin
From the Mixed Up Files of Mrs Basil E Frankweiler by E.L Konigsburg
The Parker Inheritance by Varian Johnson
I Am Malala by Malala Yousafzai
Harry Potter and the Sorcerer's Stone by J.K Rowling
Once you gain confidence in your reading and comprehension strategies, feel free to explore texts at any reading level that interests you Even if you struggle to understand parts of the material, enjoying the process and making an effort will lead to gradual improvement in your reading comprehension skills.
Five reading comprehension
Enhancing your vocabulary and dedicating more time to reading can significantly boost your reading comprehension skills To better understand a specific text, consider employing strategies that focus on active engagement with the material.
To enhance your reading comprehension and skills, follow these steps as you engage with the text By implementing these strategies, you can better understand the material and improve your overall reading experience.
3.2.1: Stop When You Get Confused and Try to Summarize What You Just Read
When you find yourself losing focus or feeling confused while reading, take a moment to pause Instead of re-reading, summarize what you've understood up to that point, either aloud or in your mind This practice can enhance comprehension and retention of the material.
Review your summary against the original text to ensure you've highlighted the key points effectively Consider whether rephrasing the material has helped you gain a clearer understanding of the content This process not only reinforces your grasp of the subject but also enhances your focus on the essential ideas presented.
To enhance your understanding while reading, continuously summarize the content in your own words and revisit any confusing sections This practice of re-contextualizing the material will help solidify your comprehension and retention of the information as you progress through the text.
3.2.2: If You're Struggling, Try Reading Aloud
Mental blocks can impede our reading progress for various reasons, such as complex sentence structures, fatigue, intimidating vocabulary, or even boredom.
Reading these problematic passages aloud can often help circumvent that block and help you to form a visual of what the text is trying to convey
3.2.3: Re-read (or Skim) Previous Sections of the Text
Reading is primarily a personal experience that occurs internally, so it's important to find a method that suits you, rather than adhering to conventional approaches If traditional reading techniques don't resonate with you, consider exploring the text in a non-linear fashion, including re-reading sections that stand out.
Reviewing previous sections of a text can be beneficial for recalling essential information, such as past events, definitions of specific terms, or the identities of individuals mentioned, ensuring a better understanding of the overall content.
Revisiting earlier sentences, sections, or chapters can offer valuable context clues By re-reading these parts, you can refresh your memory, enhancing your understanding and interpretation of subsequent sections of the text.
3.2.4: Skim or Read Upcoming Sections of the Text
Reading and understanding a text doesn't have to be a linear process; feel free to deconstruct and reconstruct the material in a way that resonates with you Embrace the flexibility to engage with the content in a manner that enhances your comprehension.
In a work, certain confusions may be clarified later in the text, so it's beneficial to be aware that explanations are forthcoming or to review them in advance.
Feel free to navigate through the text in any order that suits you, whether by skipping forward, going back, or re-reading sections It's important to recognize that not everyone processes information in a linear fashion, and understanding can vary from person to person.
3.2.5: Discuss the Text With a Friend (Even an Imaginary Friend)
Discussing your understanding of a text can clarify confusion Try explaining it to a friend who hasn’t read it, and identify areas where you feel uncertain This process often reveals that you have a greater grasp of the material than you initially thought, as teaching someone else helps solidify your comprehension.
Discussing a passage aloud, even if it's just with a rubber duck, can significantly enhance comprehension This method, known as "rubber duck debugging" among software engineers, encourages individuals to articulate their thoughts and work through problems verbally If you're struggling to understand a text, try explaining it to a friend, pet, or even a rubber duck You'll likely find that verbalizing your thoughts makes it much easier to grasp the material.
Exercises
You are to choose the one best answer A, B, C or D to each questions
Martha Graham revolutionized dance by training her body to express the complexities of modern life, which she described as "nervous, sharp, and zigzag." She aimed to capture the essence of movement that often feels suspended in midair Although she did not set out to be a rebel, Graham found that traditional dance forms could not convey the depth of her emotions, leading her to create a new language of movement.
This was in 1925 All forms of art were undergoing a revolution The theories of psychology were being used to extend the boundaries of poetry, music, and painting
Martha Graham's debut dance concert in her new idiom occurred on April
On October 18, 1926, dance enthusiasts at the Forty-eighth Street Theater in New York experienced Martha Graham's groundbreaking debut in the world of dance, highlighted by captivating performances like "Three Gobi Maidens."
These critics agreed that something entirely new a departure from all previous forms, had been witnessed
In the early 1930s, Martha Graham established the Martha Graham School of Contemporary Dance, using her classes as a testing ground for her stage productions This innovative approach created a self-sustaining cycle, where her performances attracted new students to the school, positioning Graham as the central figure in its growth and evolution.
Martha Graham is a pivotal figure in modern dance, having founded a school that has become synonymous with the art form She developed a unique dance technique, which she both choreographed and taught, influencing countless students who have since made significant contributions to the modern dance landscape.
1 What does the passage mainly discuss
(A) Martha Graham' S development of modern dance
(B) The revolution of art forms in the i920' s
(D) The Martha Graham School of Contemporary Dance
2 It can be inferred from the passage that in the beginning of her career, Martha Graham’s mode of dance was
(D) accepted only in New York
3 It can be inferred from the passage that Martha Graham's style of dance differed from traditional dance in the
4 In lines 16, the author uses the phrase "a sort of self-winding process" to illustrate
(A) the new steps Graham developed for dance
(B) the relationship between Graham's performances and her school
(C) the discipline demanded in Graham's school
(D) the physical endurance of Graham' 3 dancers
5 According to the passage, what is the present status of Martha Graham's work?
(A) It is historically interesting, but is no longer popular
(B) It has evolved into something completely different
(C) It is carried on by her students
Thank you for your cooperation!
Summary
The research paper aims to assist final-year English majors at Haiphong Management and Technology University in identifying the causes of their reading difficulties and offers solutions for both students and teachers The findings indicate that these challenges stem from individual factors, such as inadequate study time, a lack of vocabulary acquisition, and insufficient engagement with English reading materials, as well as contextual factors, including overly complex teaching methods and reading materials This combination results in ineffective reading sessions and student frustration To address these issues, the researcher proposes practical solutions to enhance reading skills for students at HMTU.
Limitations
Despite the thorough preparation of this research, I recognized its limitations, particularly the inability to address three essential skills: speaking, listening, and writing Additionally, the study did not include a diverse range of participants, such as sophomores, juniors, or seniors.
HMTU This study only focused on the causes of difficulties in reading skill experienced by finnal year English majors at HMTU.