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1 MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION LE THI MAI AN DEVELOPING READING CAPACITY FOR GRADE STUDENTS Specialization: Theory and methods of teaching elementary school Code: 62.14.01.10 SUMMARY OF THE DISCUSSION OF EDUCATION SCIENCE Hanoi – Year 2023 The work was completed at: Hanoi Pedagogical University Scientific instructor: Prof Dr Le Phuong Nga Associate Professor Ph.D Hoang Thi Tuyet Review Review Review The thesis will be defended before the School-level Thesis Judging Committee at Hanoi National University of Education at … hour…date…month…… The thesis can be found at the library: National Library, Hanoi or the Library of Hanoi National University of Education PREAMBLE REASON FOR CHOOSE TOPIC 1.1 The life experiences, cultural and scientific achievements, and emotional thoughts of previous generations and contemporaries are largely recorded in writing Reading is a useful and effective tool to support the process of absorbing human culture as well as students' daily activities Through reading, students expand their intelligence and knowledge The Vietnamese subject has an important position and top priority in the program because it ensures that each individual can study, work and communicate well Regarding reading ability, Vietnamese must not only teach students how to be moved by aesthetic and humanistic emotions, but also teach students how to read literature and use knowledge and skills for lifelong self-study Therefore, when teaching reading comprehension, teachers not just stop at what knowledge students have acquired, what skills they have formed, but more importantly, teachers know how to transfer knowledge and skills , the attitudes students receive become core competencies, that is, they help students understand, use, and respond to serve themselves and participate in social activities 1.2 In training, teaching towards developing learners' capacity is a growing trend and an advanced method being applied in general education in developed countries, many countries in the ASEAN region and even Vietnam This is an educational model in which teaching, assessment and accountability are based on the learner's learning outcomes, that is, what the learner knows, understands and can after a learning process With this model, student assessment is based on competency development (PISA), not assessing students in a subject but through the application of competencies in general and reading comprehension capacity in particular 1.3 With the requirement to implement international integration, Resolution No 29/NQ-TW dated November 27, 2013 of the 8th Party Central Committee Conference, Session XI on comprehensive fundamental innovation of education and training has determined Objective: "For general education, focus on intellectual and physical development, forming qualities and abilities, discovering and fostering talents, and career orientation for students Improve the quality of comprehensive education, focusing on practical competencies and skills, applying knowledge into practice Develop creativity, self-study, and encourage lifelong learning." The general education program - Literature program in 2018 clearly demonstrates the viewpoint of "Appreciating the development of two core competencies: literary competency and linguistic competency Literary competence is considered a specific expression of aesthetic competence, consistent with aesthetic competence Language competence is formed and developed through the skills of Reading, Writing, Speaking and Listening 1.4 Vietnam has participated in a number of international assessments related to reading comprehension, including PASEC (international assessment for 2nd grade students) and PISA (international assessment for students aged 15), SEA- PLM (assessment of 5th grade students in Southeast Asia), EGRA (assessment of reading skills for early grade students) In 2012, Vietnam ranked 17/65 countries participating in PISA, in 2015, the ranking increased to 8/70 However, the reading comprehension results of Vietnamese students are not high At the same time, according to the school education quality assurance program (SEQAP) report, compared to other countries in the world, the reading results of Vietnamese students have a higher rate of stopping early This means that grade and grade students in the Vietnamese survey have low reading skills 1.5 In fact, in elementary school, teaching reading comprehension, besides its successes, still has many limitations Many scientific works and articles have been published on teaching reading comprehension in elementary schools, but the issue of teaching reading comprehension for 2nd grade students still remains a research problem Stemming from the above reasons, with the desire to contribute to the innovation of teaching and learning, we researched and selected the topic “Developing reading comprehension for 2nd graders” to practice currently research SUBJECTS AND SCOPE OF RESEARCH 2.1 Research subjects: The research object identified in the thesis is the ability to read and understand literary texts and measures to develop the ability to read and understand literary texts for 2nd grade students 2.2 Research scope: The thesis focuses on researching the formation and development of reading comprehension capacity for 2nd grade students We only focus on researching some measures that affect teaching content and some measures that affect teaching methods method of teaching reading comprehension RESEARCH PURPOSE AND TASKS 3.1 Research purpose: The research purpose of the project is to develop measures to teach reading comprehension for 2nd grade students in the direction of developing capacity; confirm the necessity and feasibility of the proposed measures 3.2 Research tasks: Overview of research issues on teaching reading comprehension for 2nd grade students towards capacity development Research on the scientific basis of teaching reading comprehension for 2nd grade students towards capacity development Propose measures to teach reading comprehension for 2nd grade students in the direction of developing capacity to improve the effectiveness of teaching reading comprehension for 2nd grade students Conduct experiments to test the feasibility and practicality of the methods Measures to teach reading comprehension in the direction of developing capacity From there, make suggestions RESEARCH METHODOLOGY 4.1 Group of theoretical research methods: This group includes methods: reading books and references, descriptive methods, generalization methods, etc to collect information, scientific arguments, and documentary documents, research work on teaching university students in the direction of competence development 4.2 Group of practical research methods: This group includes methods: questionnaire survey, interview, observation to survey university competence and system of university exercises for students 4.3 Group of experimental pedagogical methods: This group includes methods: observation, quantification with tools (criteria, scale, tests ), teaching samples, exchange to evaluate the system of teaching methods University for students to propose 4.4 Group of auxiliary methods: This group includes methods: statistics, analysis, synthesis used to collect and process data; analysis of survey results and experimental results; evaluate, complete and perfect the methods of higher education for 2nd grade students in the direction of competency development SCIENTIFIC SUBJECTS: If researching the theoretical basis and building a system of measures to develop reading comprehension capacity such as: eliciting background knowledge, influencing teaching content, and influencing reading comprehension teaching methods for 2nd grade students will be successful suitable for teaching practice, it will contribute to forming and developing reading comprehension capacity for 2nd grade students, meeting the goals of the new general education program PROSPECTIVE CONTRIBUTION OF THE THESIS 6.1 In theory: The research results of the thesis are expected to provide additional concepts, orientations and implementation principles related to the process of teaching reading comprehension 6.2 About practice: The thesis proposes a system of teaching reading comprehension measures to meet the goals of the general general education program in general as well as the general education program in Literature in particular, initially tested to contribute to improving improve reading comprehension capacity for 2nd grade students In particular, the thesis can guide teachers in choosing reading comprehension teaching methods for 2nd grade students to develop capacity in regular lessons or Enhanced lessons contribute to achieving the goal of forming and developing reading comprehension capacity CONCLUSION OF THE THESIS: In addition to the Introduction, Conclusion, Appendix and List of references, the thesis has four chapters with the following contents: Chapter Overview of research on the issue of developing reading comprehension capacity for students Chapter Theoretical and practical basis for developing reading comprehension capacity for 2nd grade students Chapter Measures to develop reading comprehension capacity for 2nd grade students Chapter Pedagogical experiments Chapter STUDY OVERVIEW ON THE ISSUE OF DEVELOPING READING COMPREHENSION FOR STUDENTS 1.1 RESEARCH ON COMPETENCE AND COMPETENCE DEVELOPMENT FOR STUDENTS 1.1.1 Competency studies 1.1.1.1 Studies on foreign capacity Most definitions of capacity in the literature refer capacity to the category of "ability" (ability, capacity, possibility) For example: World Organization for Economic Cooperation and Development (OCED), Quebec State Education Program, Canada, author Denyse Tremblay, author DeSeCo, author D.S Rychen and L.H Salganik The definition of capacity in foreign documents puts capacity into the category of “characteristics”: author A.N Leonchiev Thus, despite coming from different approaches, the concept of capacity is still expressed in the most general connotations 1.2.1.2 Studies on domestic capacity In Vietnam, the concept of capacity also attracts the attention of researchers as well as public opinion when education is undergoing a fundamental and comprehensive reform, moving from knowledge education to capacity education The definition of capacity in domestic documents attributes capacity to "activity": author Hoang Hoa Binh, author Le Phuong Nga Definition of capacity in domestic documents that attribute capacity to "ability": Dictionary of Education, author Tran Khanh Duc, author Nguyen Cong Khanh Definition of capacity in domestic documents attributes capacity to "characteristics, qualities, attributes": Vietnam Encyclopedia, Vietnamese Dictionary, Psychology aspect, author Pham Minh Hac, Author Tran Trong Thuy and author Nguyen Quang Uan, author Nguyen Minh Quan, author Hoang Thi Tuyet Competence is an individual attribute that is formed and developed thanks to inherent qualities and the process of learning and training, allowing people to successfully perform a certain set of activities and achieve desired results in different conditions Specifically Competence is revealed in activities (actions, jobs) to meet specific requirements in specific contexts (conditions) Competence exists only in one activity When people are not active, energy is still latent Energy is only real when the individual works and develops in that activity Results in work are often a measure to evaluate the capacity of the individual who does it 1.1.2 Research on capacity development 1.1.2.1 Studies on foreign capacity development Most of the studies have come to the point of view that competence is associated with students' abilities and aspirations Therefore, many countries around the world have chosen an energy-based approach to building programs and have achieved certain successes For example: British educational program, Korean educational program, French educational program In summary, competency-based curriculum focuses on teaching methods based on practice rather than abstract and theoretical learning The achievements that the programs of other countries have achieved are also lessons learned, providing valuable resources in the process of research and development of university competence for students Besides, there are quite a few studies by foreign authors towards the learning environment that stimulates the development of students' competence Some of the authors include: Annemaree O'Brien, William Grabe and Fredricka L Stoller, Lev Vygotsky, Clancey, DeSeCo, Ann S.Masten, J Douglas Coatsworth, Aleksandrs Gorbunovs et al Thus, through all the above-mentioned studies, it is undeniable that the important role of the learning environment in the process of developing competence for students is undeniable 1.1.2.2 Studies on domestic capacity development Resolution No 29/NQ-TW, Education Development Strategy 2011, Education Program 2018 announced in December 2018 clearly states that the goal of general education is: “Helping students master general knowledge, know effectively apply knowledge to life and lifelong self-study; have a suitable career orientation; know how to build and develop harmoniously social relationships; have a rich personality, personality and spiritual life; thereby having a meaningful life and making positive contributions to the development of the country and humanity” According to author Do Ngoc Thong, author Do Huong Tra: Teachers are not only provided with specific instructions, but also improve their confidence, initiative and creativity in choosing how to organize teaching and learning topics integrated topics to meet teaching goals and develop diverse abilities of students Accordingly, teaching is not about creating knowledge or imparting knowledge but teaching students how to effectively meet the basic requirements related to the subject and have the ability to go beyond the scope of the subject to master the subject active, enjoy life in the future 1.2 STUDIES ON READING AND DEVELOPING STUDENTS' READING COMPREHENSION 1.2.1 Studies on reading comprehension 1.2.1.1 The concept of university has been studied and studied deeply by many researchers The first thing, which unites many achievements, is the notion that university is the interaction between readers and texts because the relationship between text and readers is a two-way relationship 1.2.1.2 The second thing, unifying among the studies, the university process is the process by which readers use thinking manipulations to create the meaning of the text The operations used are diverse and rich, focusing on reading operations between the lines and outside the text 1.2.1.3 The third thing, the consistency between the studies, confirms the indispensable role of background knowledge to create the meaning of text Background knowledge is the experience, knowledge of the world, knowledge of the overall structure of the VB, knowledge of the target language that the reader can apply when approaching the VB Background knowledge plays a very important role in the process of reading comprehension because this is one of the factors involved in the process of creating meaning of text 1.2.1.4 The fourth thing, consistency among studies, university is always influenced by the interest and curiosity of readers Interest, curiosity is one of the important factors to create an activity If there is interest and curiosity in reading materials, readers will have a need to approach VB That will create a VB discovery engine that comes from within the reader himself On that basis, they will be interested in VB and aspire to learn VB deeply If so, the understanding process will take place quickly and effectively In short, university is an interactive process, through background knowledge and thought manipulation to decipher, construct meaning of text and respond to ideas Really effective university only happens when the reader feels that reading gives a meaning to life 1.2.2 Studies on the development of reading comprehension In some foreign teaching manuals, the concept of university competence is used quite commonly The importance of human resources has changed over time, strongly changing from developing university competence as a specialized competence to a core common skill for everyone so that they can self-study and learn for life Program for International Student Assessment (PISA) under the Organization for Economic Cooperation and Development (OECD), by Rosenbalatt, The National Reading Panel, by Lesnick, Joy; George, Robert M.; Smithgall, Cheryl; Gwynne, Julia, Authors Murnane, Richard; Sawhill, Isabel & Snow, Catherine Through research: University competence is the core competence, very necessary Reading is the ability to be formed and develop throughout life Therefore, university competence is the synthesis of competencies: understanding, using, and responding to achieve individual goals in learning and life Teaching reading must develop reading competence for learners as well as building a reading culture in schools In Vietnam, since the educational reform, university has also been affirmed as a value, as the core competence of individuals in learning, working and communicating: author Le Phuong Nga, author Nguyen Tri, author Do Ngoc Thong, author Nguyen Thi Hanh, author Bui Manh Hung, author Nguyen Thi Hong Van From the above synthesis, it can be seen that university competencies - core competencies, have the most important role for students in learning and in life Reading ability is the ability to be formed in a flexible and complex way; Comprehension is built on decoding VB, understanding the meaning of VB, controlling the process of understanding, responding to VB, using VB to solve personal and life problems on the basis of use, own background knowledge and university operations Developing reading ability has become an approach to the process of language teaching in general and reading teaching in particular on a national and international scale The teaching curriculum oriented to the development of competence does not specify detailed teaching contents, but rather prescribes the desired outputs of the educational process, on that basis gives general guidelines on the selection of content, methods, organize and evaluate teaching results to ensure the achievement of the desired teaching objectives In the competency-oriented curriculum, learning objectives are described through the system of competencies Learning outcomes are described in detail and can be observed and evaluated On the eve of the renovation of national general education, there have been many researchers discussing the innovation of teaching Literature (primary school called Vietnamese subject) in the direction of human resource approach In general, the articles affirm the trend of teaching Vietnamese in the direction of competence and propose to innovate the elements SUB-CONCLUSION CHAPTER Chapter has focused on synthesizing and analyzing: Theory of university, higher education; on teaching in the direction of developing competence for students has achieved many successes and been recognized for many years Whether studying from the perspective of language foundations, educational aspects, psychology or researching on specific teaching methods, the development of university competence is still an important orientation in the process of teaching Vietnamese and Vietnamese languages world The research works, whether at one time or another, help us to approach the theory and penetrate the practice Since then, it is an important premise to help us synthesize the theoretical and practical basis for the topic, propose a system of appropriate and feasible university teaching measures, with certain significance in the current period now Chapter THEORETICAL AND PRACTICAL BASIS ON DEVELOPING READING COMPREHENSION FOR 2nd GRADE STUDENTS 2.1 THEORETICAL BASE ON THE PROBLEM OF DEVELOPING READING COMPREHENSION FOR STUDENTS 2.1.1 Literary text 2.1.1.1 Text and its characteristics a Continuous text and non-continuous text can be called discrete text Seamless text is a paragraph, a section, an article, a chapter… complete and seamless VB is a product of speech, a linguistic whole, usually consisting of a set of sentences and may have a heading, consistent in subject matter and complete in content, organized in a certain structure closely aimed at a certain communication purpose According to the new general education program, reading comprehension texts include two types: literary texts and informational texts b Featured - The text is holistic: It shows in the content, the first is the consistency in the topic Second, the consistency of the text is reflected in the target text - Text is connected: In a text, sentences have a tight connection, one sentence is linked to another, the connection between sentences creates a network, a network of links between sentences in a document called VB coherence Link is the relationship between two linguistic elements, but to understand the meaning of one element, one must refer to the meaning of the other element, on that basis, the two sentences containing them are linked together 2.1.1.2 Literary text and literary text features - Literary texts are texts that deeply reflect objective reality and explore the emotional and ideological world, satisfying people's aesthetic needs Literary texts are built using artistic words with high image, aesthetics, laconicity and multi-meaning Literary texts are built in a particular and specific way Every literary text belongs to a certain genre and follows the conventions of the genre - Features: 1) Poetry is the expression of intense emotions that have been conscious Lyricism is the most prominent feature of poetic content The object of poetry is spiritual 10 excitement The main task of poetry is to evoke awareness of the power of spiritual life and all that moves and moves the reader Poetry does not focus on describing external things, regardless of events that occur, but tends to express inner feelings, emotions and feelings of people before things, helping us better understand the subject's person inside 2) Unlike poetry with a strong subjective impression, a story reflects life in its objectivity, through which people, acts, events are described and narrated by the narrator (narrative) there Here, the plot with a series of events, events, and events occurring consecutively creating the movement of reality is reflected, contributing to portraying the character's personality and individual destiny Characters are described in detail and vividly in relation to the circumstances, to the surrounding environment The story is not limited in space and time, can go deep into people's moods and specific life scenes Stories use many different forms of language 2.1.2 Ability to read and understand literary texts 2.1.2.1 Read and understand literary texts Reading and understanding literary texts is not simply analyzing artistic language From the perspective of written communication and communication with literary texts, reading comprehension is an activity that constitutes a communication activity Communicative activities include two processes: comprehension of literary text and production of speech Reading activity is a process of comprehension, the objects of this activity are texts of many different types (stories, poems, short descriptions), the motive of reading activity is the need to understand, the need to the reader's own need for expression and action Therefore, teaching reading comprehension of literary texts is considered teaching learning skills The effectiveness of reading and understanding literary texts depends in an important part on the ability to read and understand literary texts and the reader's inherent level/experience Teachers need to teach students how to use their abilities and experiences to access different types of literary texts to comprehend the text's content, thereby practically and actively using that content to enrich themselves add cultural knowledge and living capital When approaching a literary text, the reader, depending on the purpose of reading, can go from general initial impressions to thoroughly understanding the detailed and specific content of the text or will start reading text, text perception from the smallest elements such as sounds, words, sentences to receiving the meaning of the entire text, concretizing and generalizing art to understand the true value of the text Which reading method readers choose depends on their lifestyle, educational level and reading skills Readers with a high level of education and a lot of life experience often choose to go from the general meaning (overall content) of the text to the meaning of each part of the text and then generalize to the topic and ideology of the text document Readers who not have much experience or life often choose to read from the meaning of a small part to the general meaning of the text But no matter which reading method you choose, to understand a literary text, the reader must understand the meaning of small parts in the text and use it as a basis to determine the topic and purpose of the text 12 images, to understanding the thoughts and feelings of the author and the images into attitudes and evaluations towards the text, knowing how to appreciate the values of the text To form the ability to read and understand literary texts, readers not only regularly read many literary works, but also must know how to look up, learn, imagine, reflect, and form habits of analysis and appreciation literary knowledge Although natural talent is necessary and valuable, only by learning how to read and understand literary texts can that talent be fully effective Text reading comprehension standards: Stage/Criteria Grades 1,2,3 - Comics, short stories, fiction stories, short poems suitable for all ages - Common scientific texts about history, geography, ethics, Text type and text plants, animals, environment, health, and general techniques difficulty The text has tables and graphic content - Media documents: news, advertising, instructions - Administrative documents: applications, letters - Understand the meaning of words Understand the - Understand the meaning of images in text language and - Understand the obvious meaning of the sentence structure of text - Recognize paragraphs of text - Repeat details and information Understand main - Understand the meaning of details and information ideas and details in - Draw new information from details text - State the main idea of the paragraph Connect the text Verify information and details using personal knowledge and with general experience knowledge to make inferences and draw information from the text Respond and Comment on detailed information evaluate information in the text 2.1.3 Characteristics of 2nd grade students Physical: Physical development of 2nd grade students is relatively uniform The motor system has been relatively complete to ensure that the basic movements are performed smoothly, quickly and accurately The skeleton entered the phase of hardening, but there were still many incomplete and unbalanced cartilage tissues The nervous system enters a stage of development in both volume, weight, and structure The brain of an 8-year-old student reaches 90% of the adult brain weight This is the period when the formation of conditioned reflexes takes place rapidly 13 Language: Most students already have a fluent language Thanks to the development of language, children have the ability to read, learn, self-aware and explore the world around them Emotions: Students are very emotional, emotional and difficult to control emotions Emotions are first expressed through cognitive processes: perception, imagination, thinking Perception: Perception is general, less detailed and heavily unintentional, so students distinguish objects that are still inaccurate and prone to mistakes Students when perceiving are often associated with actions, with their own practical activities Perception means having to something with things, such as holding, touching Attention during this time is not strong Students only pay attention when there is motivation, need and interest Visual-visual memory develops more predominance than verbal-logical memory, because at this age, the first signal system is relatively dominant Specific student thinking, mainly based on the visual characteristics of objects and phenomena - thinking is still at the stage of specific manipulation Analysis-synthesis activities are still rudimentary, mainly analysisvisualization-action Imagination: At first, students' imagination must be based on specific objects, later, it is developed on the basis of words From 7-8 years old, students recreate with real objects, rich in details 2.2 PRACTICE BASIS FOR DEVELOPING READING CAPACITY FOR GRADE STUDENTS 2.2.1 Teaching program to read and understand literary texts in Vietnamese class Literature is a subject in the field of Language and Literature Education, studied from grade to grade 12 In elementary school, this subject is called Vietnamese With the goal of developing reading comprehension for students, the thesis examines the general education program in Literature (Vietnamese subject) The goal of teaching reading comprehension of literary texts in Vietnamese grade is not presented in a separate and specific heading, but is shown in the general goal of the Vietnamese subject and the required requirements of language competence and competence literary force The Vietnamese curriculum prescribes literary texts to be taught to 2nd grade students: fairy tales, fables, short stories, descriptive passages (posts), poems, rhymes, folk songs, and verses Length of text: stories about 180-200 words, descriptions about 150-180 words, poems about 70-90 words The selection of reading comprehension texts must ensure the following criteria: Directly serving the development of qualities and competencies according to the program's goals and requirements Suitable for students' experience, cognitive ability, psycho-physiological characteristics Words used as language teaching materials are selected within the cultural vocabulary, have positive meanings, ensure the goals of quality education, language education, aesthetic education and are suitable for psychology 2.2.2 Teaching materials to read and understand literary texts for 2nd grade students 2.2.2.1 Textbooks according to the new National Curriculum 2018 The reading comprehension lessons in the 2nd grade Vietnamese textbook are arranged by topics Topics are exploited according to the theme system circuit that was 14 designed in layer 1, but with more advanced and deeper exploitation of some aspects of life The topic is gradually expanded to other areas of life, helping students gain more understanding and experience This reflects that the book editors attach great importance to the systematic In each semester, texts are selected and sorted by topic Each topic has reading comprehension texts, accompanied by practical content to practice reading, writing, speaking and listening skills In particular, focus on genre characteristics in the arrangement of lessons on weekdays The structure of the content of reading comprehension lessons in the second grade Vietnamese textbooks also shows an innovation compared to the current textbook structure towards comprehensive requirements, both providing knowledge and training skills The structure of a lesson is arranged in sequence: Warm-up, reading text, post-reading activities The second grade Vietnamese textbook focuses on 05 contents: self-family-schoolhomeland-nature Topics with names that are close and familiar to students, take students as the center, develop and expand gradually in concentric circles Reading comprehension for 2nd graders is formed through the implementation of a system of exercises These exercises define the goals of reading, as well as the means by which students gain understanding of the text Through research, we have identified some types of reading comprehension exercises in the 2nd grade curriculum as follows: a Group of exercises to explain words (a bridge between reading and reading comprehension) b Group of exercises for reading comprehension (1) Group of exercises to recognize language (2) Group of exercises to clarify the text content (3) Text response exercise group The group of exercises on language recognition accounted for quite a lot, mainly focusing on the exercise T to identify sentences, paragraphs, details, images of content in the text; recognize the place, time, main events of the story; recognize the character's characteristics and personality but have not paid much attention to the BT to recognize the basic information of the text shown through the title, illustrations and image captions; comment on the relationships between the data in the text; clarify the characteristics of the genre The group of exercises T clarifying the text content and responding to the text mainly focuses on exploiting exercises related to identifying the content of the reading passage, stating the most favorite character and explaining why… not much attention has been paid to image recognition appearance, gestures, actions, feelings and attitudes of characters through language, images, actions, dialogues; there are few exercises on explanation/commentation; limited response exercises; Exercises to deal with rare situations The text-response questions are quite suitable for students but are too few The form of exercises is not rich The exercises mainly use essay questions - mainly closed essays, objective multiple-choice questions - mainly choose one answer, but the proportion is not high Most are questions expressing feelings about characters, details, images or judgmental questions about the author's thoughts Reading comprehension exercises are focusing on recognizing and recreating the details of the text with little explanation and little 15 teaching of how to respond (evaluate, relate) so they have not taught students to read creatively In other words, textbooks that require students to read comprehension are mainly reading memorization Many exercises have not yet created specific reading comprehension abilities for each student 2.2.2.2 Teacher's book according to the new National Curriculum 2018 The lessons in the textbook have the role of teaching orientation The structure of each lesson includes: Objectives, Preparation, Teaching activities In general, the above content is really complete and comprehensive, helping teachers to research and design lessons better 2.2.3 The reality of teaching reading comprehension for 2nd grade students 2.2.3.1 The capacity of teachers to organize reading comprehension instruction Attending reading comprehension classes for students in Grade Reading for 10 weeks (02 weeks of practice and 08 weeks of practice) of 02 consecutive school years 2017 - 2018 and 2018 - 2019 at elementary schools Le Van Tam (inner suburb of Cao Lanh city); Tan Thuan Tay Primary School (a suburb of Cao Lanh city); Nguyen Hue Primary School (Dong Thap border area, bordering Cambodia), we found the following advantages and disadvantages: - Advantages, the teachers at the three schools above are qualified (Bachelor of General Education), are trained in the right job positions, have teaching experience and solid professional knowledge Many teachers follow the process of organizing reading instruction, focusing on analysis and further explanation (weeks 21, 22, 23, Vietnamese 2) Some classes are organized lively and attractive by the teachers (weeks 11, 12, Vietnamese 2) On the other hand, teachers constantly improve their qualifications and abilities by selfstudy and self-study to equip themselves with relevant pedagogical competencies 2/3 of teachers have been teaching models for many years and have a spirit of dedication to education Students of 03 schools are eager to learn and love Vietnamese Besides, there are still students who are somewhat inferior, less sensitive to literature, but they also actively participate in the teaching process - Unsatisfactory points Firstly, teachers mainly focus on conveying all the knowledge content in textbooks, not seeing the role of guiding reading comprehension activities Second, the teacher's reading comprehension teaching process is only based on the available “template” Third, teaching methods of reading comprehension are often used by teachers as suggested by teacher books and design books The methods are almost always iterative, rarely changing Fourth, assessment activities are conducted at the beginning, during and at the end of the teaching period only through observation, questioning and commenting on answers Fifth, the time allocation is not reasonable in the reading lessons 2.2.3.2 Reading comprehension ability of 2nd grade students a The student survey results are consistent with the findings of many previous studies on university skills of primary school students It is a situation where the student is a good fluent reader but lacks in reading comprehension skills They tend to perform easily and 16 well in low-level university skills but fail in high-level reading comprehension skills such as reasoning, synthesizing information to paraphrase, extracting main ideas, summarizing or opening contact ideas b A striking finding of the survey was the writing skills demonstrated after reading by the receiving group of students Students write only a few words or phrases or only a sentence or two at most The initial writing style is mostly in the style of writing what comes to mind or in the style of repeating some information from the text Writing is a powerful vehicle for developing reading comprehension skills, a process that naturally integrates with reading and vice versa The writing activity shown after reading itself includes many high-level university skills such as selecting important information from the reading text in accordance with the requirements of the writing topic, connecting and arranging information in a certain sequence, expand inferences from what has been read, give a different perspective, a different view of the content of the reading, focus more on the words of the text when reusing those words SUB-CONCLUSION CHAPTER Chapter focused on synthesizing and analyzing the following issues: a) Theoretically, the thesis focuses on studying text, textual reasoning, literary text, literary textual reasoning, and characteristics of primary school students On that basis, we choose to present and interpret: Competency is viewed as an individual's combination of knowledge, skills (perception and practice), attitudes, motivations, feelings, values, ethics to perform tasks in real-world situations effectively b) In practice, we analyzed the program content, Vietnamese textbooks (3 sets Connecting knowledge to life, Creative horizon, Kite) to analyze the advantages and limitations of the program higher education teaching materials, higher education content, higher education teaching text At the same time, we investigated a number of issues in higher education teaching: Textbook to guide university students, the process of reading comprehension Through the survey, we initially made comments and assessments about the teaching competence of teachers and students' teaching staff From there, we have an idea for a system of measures to develop self-studying skills for 2nd grade students in Chapter Chapter SOME MEASURES TO TEACHING GRADE READING COMPREHENSIVE CAPACITY DEVELOPMENT 3.1 MEASURES TO DEVELOP READING COMPREHENSION FOR 2nd GRADE STUDENTS 3.1.1 Principles to ensure the goal of developing students' abilities and qualities: Teaching to develop students' abilities is to shift from teaching in a one-way transmission style to teaching how to learn and apply knowledge, Train skills, build capacity and qualities 3.1.2 Principles of integration in teaching Vietnamese: Integration in teaching in general and teaching Vietnamese in particular is inevitable and necessary In the curriculum, teachers need to integrate skills: listening, speaking, reading, and writing in the same lesson 17 These skills not only make lessons rich and diverse but also contribute to deepening knowledge In addition, teaching Vietnamese from an integrated perspective must focus on designing situations and activities for students to apply and coordinate skills to handle given situations, thereby acquiring knowledge 3.1.3 Principle of ensuring active participation of students: According to the modern teaching perspective, students are cognitive subjects, actively absorbing knowledge by promoting their active role and voluntarily occupying it Teaching content to form and develop personality under the pedagogical control of teachers Therefore, in teaching, teachers must use flexible measures and forms to fully promote students' proactiveness in learning The effectiveness of a game's performance is the knowledge, skills, techniques, and moral qualities that they achieve According to the principle of integrating student activities, the measures not present knowledge as a pre-existing result but build a system of questions and exercises to guide students in performing activities to gain knowledge and understanding develop skills 3.1.4 Principles of ensuring students' cognitive characteristics and interest: Measures are always the inheritance, continuation, expansion and improvement of already introduced knowledge and always the preparation of new knowledge Inheritance and development require knowing how to selectively inherit previously existing measures to include, boldly cutting out unnecessary measures, on the other hand, also knowing how to selectively absorb, apply and creative 3.2 MEASURES TO DEVELOP READING CAPACITY FOR GRADE STUDENTS 3.2.1 Measures to elicit background knowledge when teaching reading comprehension Background knowledge is an important component of student success in reading comprehension Making connections is an important reading strategy that encourages students to share text with connections, connect text to text, and connect text to the world When students share their connections, through conversation, writing or illustrating, this is evidence of background knowledge As students gain more life experience or have acquired information about a particular topic or content area, their reading comprehension will automatically increase When students have the background knowledge to support text comprehension, their reading comprehension will be enhanced These students can easily analyze and interpret, interpret their points of view, infer and summarize simple text As a result, students feel more confident and interested in the content of the subject The more information a student has about a topic, the easier it is for a student to read, recall and understand the text Outside of school, students' learning or experiences often depend on family habits or cultural background To attract students to participate in creating equality among students in the learning process, teachers should consider the background knowledge of students before starting a lesson or topic According to research, there are three types of connections that students can make during reading: - Connection between the text and themselves: This is a personal connection when students associate the content they are reading with their past experiences Example: When 18 reading with the title "Baby Mai has grown up", related to the topic "I have grown up" (Vietnamese textbook grade - Creative horizon), students think of the experience of helping parents scan house, washing dishes, babysitting Or, when reading "Where was yesterday?" (Vietnamese textbook grade – Creative horizon, Connecting knowledge to life, Kite), students think about the experience of what they have done - Connection between text and text: This is a type of connection when students in the process of reading text think about similar things that students have read before, other books of the same author, stories of the same genre category or the same subject Students gain understanding of the text they are reading by thinking about how the information they are reading relates to other similar texts For example: When reading the article "Names" about naming, students can immediately think of another reading that students have read "Special names" Or when reading the article "Straight hair, curly hair" (Vietnamese textbook grade - Creative horizon) of a female friend, students can immediately think of a funny male friend's hair in the reading "Ut Tin" (Vietnamese textbook grade – Creative horizon) - Connection between text and the world: This is the widest type of connection when students make a connection between what they are reading and what is happening in the world around them For example: When reading the reading "Totome School" about the unique school "classes are train cars", students can have lunch with the principal or listen to the teacher tell about interesting things In all regions, students can immediately connect to other special schools by reading books or watching movies To elicit background knowledge in the process of teaching text reading comprehension, teachers perform the following ways: a Guide students to ask themselves questions during the reading process b Guide students to make predictions during reading c Using KWL technique to guide students to discover reading text 3.2.2 Impact on content when teaching reading comprehension to 2nd grade students 3.2.2.1 Selecting materials for teaching reading comprehension 2nd grade students in the first stage still have a lot of confusion in reading and understanding reading texts Most students only pay attention to reading correctly, correctly, and fully reading the text Students have not spent much time remembering, recognizing details, images or content that the reading text mentions On the other hand, due to the limited ability to link into sentences and sincere intentions, it is difficult to understand and remember the reading text Therefore, it is necessary to choose reading materials for extended reading in the main course and in the second lesson, both to meet the goal of practicing reading aloud and to meet the requirements of teaching reading comprehension in the direction of competence development a Selecting materials to ensure the goal of forming and developing reading comprehension for students: Text materials help students read and understand the content of the text, form the text, relate, compare, and connect the text according to requirements to be met The corpus contains Vietnamese knowledge and literary knowledge b Selection of materials ensures educational orientations: Must be full of materials according to each topic The corpus must have a relationship with each other in the direction 19 of concentricity and development The material is close and natural, making it easy for students to read, remember, understand the content, and perform subsequent operations to form reading comprehension ability c Selecting materials to ensure diversity, system, and richness: Ensure concentricity and develop reading comprehension skills (reading content, reading form, relating, comparing, connecting; reading; extend) Ensure the richness and diversity of topics, richness and diversity of Vietnamese knowledge, literary knowledge, genres, styles, and expression of texts d Selecting materials to ensure practicality: Determine the specific goals of each week, each lesson, and each educational activity, thereby identifying basic skills and specific skills Based on the goal, based on basic and specific skills to choose corresponding and appropriate corpus, ensuring enough topics The selected corpus must ensure the appropriateness for the students' language ability, thinking characteristics, and living capital e Selection of materials to ensure attractiveness, interest and excitement g Selecting corpus to ensure integration: the selection of corpus must be integrated, contributing to solving the relationship with nature, society, and the environment, and towards the formation of life skills and qualities that new general education program required h Selecting materials to ensure uniqueness 3.2.2.2 Measures to build a system of exercises for teaching reading comprehension This system of exercises has a logical structure with the types of exercises to develop reading comprehension ability presented in the above sections The component skills are shown in the name of each group of exercises Specifically: 3.2.3 Measures to influence the organization of teaching reading comprehension 3.2.3.1 Organize reading comprehension exercises 20 a Co-curricular games through games is a highly effective method, helping students to absorb easily and stay for a long time, bringing excitement Teachers can organize games at any school and any appropriate activities b Quiz Quiz is done after the reading c Role-playing is to put yourself in the position of a certain communicator in a certain communication situation to speak and behave in accordance with the character's personality in that situation Playing a role plays a very important role to practice Vietnamese language skills by organizing students to conduct listening-speaking, question-and-answer communication activities 3.2.3.2 Organization of teaching reading comprehension a Pre-reading activities: Mobilizing and supplementing background knowledge for students Make initial predictions about the lesson b Activities in reading: In the method of teaching a text, first of all, teachers need to understand the general requirements of teaching a text Next, it is necessary to pay attention to the requirements associated with the VB genre or style characteristics In each large VB group, there are sub-categories and types; for example, with literary texts, there are at least genres that govern university teaching: stories; poem; VB description, introduction General requirements for the method of teaching and learning text: - For students to read the text directly, observe the formal elements of the text: sentences, words, title, layout, details, characters, events, from there to get a general impression of the text; summarize the main content of VB - For students to search, discover, analyze, deduce the meaning of information, details, opinions, attitudes, feelings, which are conveyed in characters and events in the text - Guide students to contact and compare texts; connect VB with one's own experience to understand more deeply the value of VB; know how to apply and transform those values into lifestyles and personal behavior in life c Post-reading activities - Have students act out a scene from the passage Teachers should choose from familiar fairy tales to other texts that students are interested in The teacher can act with the students - Chat with characters in VB read Students transform into any character in the reading passage The teacher is the host of the program Choose a short topic Teachers think of many interesting questions and wait to see how rich and profound the answers of students are - Organize a short debate Students will give opinions that agree or disagree with a certain character or an opinion Debate shows deep knowledge, intelligent communication, calm sometimes even poise - Short comparison between this reading text with other reading text With this approach, students understand deeply, remember for a long time, and at the same time make a connection between what they have read and what the reading gives them At the same time, performing this activity, students practice their ability to observe and detect problems Teachers can also ask students to compare the reading text with the movie version (if any)