Difficul ties the reading comprehension skill for the second year students of batf at hpu no 2 and suggested solutions

ACKNOWLEDGEMENTS I would like to express my deepest thanks to my supervisor, Mr Dang Ngoc Nam for the wholehearted guidance he gave me while I was doing this research I am truly grateful to him for his ideas, comments and instructions, as well as encouragement and constant support Without these, the thesis could not have been completed Also, I would like to express my particular thanks to all the lectures of Foreign Language Faculty whose lectures have my academic knowledge of English in the past Especially, I would like to show my sincere thanks to Mr Tran Thang Long who helped me with much advice as well as materials My special thanks are expressed to my friends for their great help and comments Also, my attitude goes to eighty students taking part in my research Last but not least, I owe a debt of gratitude to my parents and my brother for their support, encouragement and love, which were extremely important for the completion of this thesis i ABSTRACT The reading comprehension skill is an interesting aspect of English In order to address this issue, many authors have documented different management methods to improve the reading comprehension skill However, the reading comprehension skill reffered to in some books have not been deal with in full and sometimes cause confusion to learners of English As a result, students of English especially non-English major students often have difficulties in reading comprehension skill Therefore, a research with the eighty second-year students of BATF at HPU N was carried out The data was collected using questionnaires and classroom observation This research work entails studying the reading comprehension skill and conducting a survey for difficulties analysis Based on the results of the survey, the types of difficulties and causes have been found, and solutions to the problems have been suggested ii LIST OF ABBREVIATIONS HPU N 2: Hanoi Pedagogical University N BATF: Biology and Agricultural Technology Faculty FLF: Foreign Language Faculty iii STATEMENT OF AUTHORSHIP Title: DIFFICULTIES IN THE READING COMPREHENSION SKILL FOR THE SECOND-YEAR STUDENTS OF BATF AT HPU N AND SUGGESTED SOLUTIONS (Graduation paper submitted in particular fulfillment of the Degree of Bachelor of Arts in English) I certify that no part of the above report has been copied from any other persons work without acknowledgements and that the report is originally written by me under instructions of my supervisor Date submitted: May 2013 Student Supervisor Pham Hong Loan Dang Ngoc Nam iv TABLE OF CONTENTS Acknowledgements ii Abstract iii List of abbreviations iv Statement of authorship v Table of contents vi PART ONE INTRODUCTION I Rationale II Research presupposition III Research objectives IV Research scope V Research tasks VI Research methods VII Significance of the proposed research VIII Design of the research work PART TWO DEVELOPMENT CHAPTER ONE: THEORETICAL BACKGROUND I.1 Literature review in brief I.2 Reading comprehension skill I.2.1 Definition of reading comprehension skill v I.2.2 Types of reading comprehension skill I.2.2.1 Skimming I.2.2.2 Scanning I.2.2.3 Intensive reading I.2.2.4 Extensive reading I.2.2.5 Reading aloud I.2.2.6 Silent reading 10 I.2.2.7 Recognizing 10 I.2.2.7.1 Recognizing definitions and examples 11 I.2.2.7.2 Recognizing enumerations 11 I.2.2.7.3 Recognizing headings and subheadings 11 I.2.2.7.4 Recognizing signal words 12 I.2.2.7.5 Recognizing main ideas in paragraphs and short selections 13 I.2.2.8 Understanding 14 I.2.2.9 Outlining 15 I.2.2.10 Summarizing 17 I.2.3 Processes of reading comprehension skill 17 I 2.3.1 Bottom-up process 17 I.2.3.2 Top-down process 18 I.2.3.3 Interactive process 18 I.2.4 Strategies of reading comprehension skill 19 I.2.4.1 Definition of reading comprehension strategy 19 I.2.4.2 Types of reading comprehension strategy 20 I.2.4.2.1 Metacognitive strategy 20 I.2.4.2.2 Cognitive strategy 20 I.2.4.3 Elements to build and improve reading comprehension skill 23 I.2.4.3.1 Vocabulary 23 I.2.4.3.2 Patterns of organization 25 I.2.4.3.3 Transitions 27 I.2.4.3.4 Main ideas 28 vi I.2.4.3.5 Inferences 29 CHAPTER TWO: THE METHODOLOGY II.1 Questionnaire survey (Appendix A) 30 II.1.1 Rationale of the use of questionnaire survey 30 II.1.2 Population of the survey 31 II.1.3 Construction of the survey 31 II.1.4 Administration of the try-out 31 II.1.4.1 Preparation of the try-out 31 II.1.4.2 Try-out 31 II.1.5 Methods of data analysis 32 II.2 Classroom observation 32 II.2.1 Rationale of the use of classroom observation 32 II.2.2 Observation sheet (Appendix B) 33 CHAPTER THREE: THE RESULTS III Results of the survey 34 III.1.1 Difficulties of the second-year students of BATF at HPU N in their reading comprehension skill 35 III.1.2 Expectations of the second-year students of BATF at HPU N in their reading comprehension skill 36 III.1.3 Reasons for the difficulties of the the second-year students of BATF at HPU N in their reading comprehension skill 37 III.1.3.1 Difficulties in unfamiliar vocabulary 37 III.1.3.2 Difficulties in the lack of background knowledge 37 III.1.3.3 Difficulties in grammatical structures 38 III.1.3.4 Difficulties in making accurate inferences 38 III.1.3.5 Difficulties in unfamiliar topic 38 III.1.3.6 Difficulties in finding the main ideas and supporting ideas 39 vii III.2 Suggested solutions 39 PART THREE CONCLUSION Conclusion 42 References 45 Appendix A: Questionnaire survey 47 Appendix B: Observation sheet and checklist 51 viii PART ONE INTRODUCTION I RATIONALE It cannot be denied that English is very important since English is the most common language spoken everywhere We need to know English language in order to not only communicate effectively among people from different countries but also study any science subject As a result, English has become an international language Nowadays, in Vietnam as well as other countries, English is taught as an obligatory subject at every educational level from primary school, secondary school, high school to college and university In fact, English is a compulsory subject at all universities, especially involving in HPU N where I have been studying However, learning English is not easy to both English major students and non-English major students in my university It may bring problems, especially non-English major students In fact, there are many non-English major students having problems on understanding English text It is difficult for them how to read the text, how to identify key words, how to find important information, how to understand the text correctly in order to the tasks This proves that the reading comprehension in learning English is complex and often causes embarrassment to them They not master definition, types and processes of the reading comprehension skill like skimming, scanning, reading aloud or silent reading and so on In addition, strategies to build the reading comprehension skill including vocabulary, patterns of organization, transitions, inferences and main ideas are not improved Due to not master the reading comprehension skill and no ways to improve reading comprehension skill, there are many difficulties to non-English major students As a prospective teacher, I would like to make a contribution to the English teaching in Vietnam For the reasons above, this study is conducted, which focuses ix on difficulties as well as solutions in the reading comprehension skill among the second-year students of BATF at HPU N in the academic year of 2012-2013 II RESEARCH PRESUPPOSITION Reading comprehension is one of the most significant skills of the secondyear students of BATF at HPU N During the research, some questions are raised: What are difficulties in the reading comprehension skill that the secondyear students of BATF at HPU N in the academic of 2012-2013 often have? What are expectations of the second-year students of BATF at HPU N in their reading comprehension skill in the academic of 2012-2013? What are the causes of difficulties in reading comprehension skill that the second-year students of BATF at HPU N in the academic of 2012-2013 often have? What are effective ways to help the second-year students of BATF at HPU N in the academic of 2012-2013 overcome difficulties in the reading comprehension skill? Based on the questions above, I am eager to find out the problems and make an analysis so that the major difficulties in reading comprehension skill may be found III RESEARCH OBJECTIVES The research focuses on the reading comprehension skill of the second-year students of BATF at HPU The study is aimed at the following goals: To find out the common difficulties in reading comprehension skill that the second-year students of BATF at HPU N in the academic year of 2012-2013 often have To find out the common expectations of the second-year students of BATF at HPU N in the academic year of 2012-2013 x The difficulties in unfamiliar topics among the second-year students of BATF at HPU N account for 41.67% It is a fact that not only non-English majors but also English majors have difficulties in unfamiliar topics The cause is that the students not have enough wide vocabulary, large knowledge and practical experience to understand and master unfamiliar topics The students spend too little time in reading, so many topics are unfamiliar or new to them III.1.3.6 Difficulties in finding the main ideas and supporting ideas The percentage of difficulties in finding the main ideas and supporting ideas is 37.33% All the students think that finding the main ideas and supporting ideas is very important in their reading comprehension; However, they sometimes have difficulties in finding them Lack of paying attention is the main reason leading to this Through observation, most of the students not often pay much attention to find the main ideas and supporting ideas Recognizing patterns of organization is also a reason leading to the difficulties in finding the main and supporting ideas It is easy to seek both the main and supporting ideas if the students can recognize some patterns of text organization for example deductive order (general-to-specific order), a variation of deductive order (general-specific-general order), indeductive order (specific-to-general order) and so on III.2 Suggested solutions As can be seen from the previous part of the thesis, there are many reasons for difficulties in students reading comprehension After analyzing the difficulties as well as the expectations of the second-year students of BATF at HPU N 2, some suggested solutions are made in the hope of minimizing students difficulties in connection with the reading comprehension skill xlviii It is a fact that the teaching process is complex, requiring a teacher of foreign language to have not only a good knowledge but also patience Students expect that teachers will help them be aware of the reading skill in general and the reading comprehension skill in particular Therefore, it is very necessary for the teacher to help the students see the importance of English reading comprehension skill Teachers are suggested that they should simply introduce all possible knowledge of the reading comprehension skill including the definition, types, processes The teacher are also advised to help the students minimize the common difficulties in their reading comprehension by providing them with some strategies to build or improve their reading comprehension Accurate assessment of reading comprehension is necessary to students Teachers can use and give self-assessment for students Reading comprehension assessment can vary along many other important dimensions such as the types of texts students are expected to read of the test (narratives, reports, journals, manuals/ instructions, visual texts like diagrams); kinds of reading comprehension exercises students are expected to (comprehension questions, T-F-N information questions, multiple choice, contextual reference, matching, sentence-completion, crossword, wordformation, gap-filling, sentence rearrangement, predicting, informational error correction, grammatical error correction); skills of reading comprehension (skimming, scanning, silent reading, reading aloud); difficulties in reading comprehension (unfamiliar vocabulary, unfamiliar topic, making references, finding the main and supporting ideas, grammatical structures and the lack of background knowledge); time constraints and pressure for speed; students expectation in the reading comprehension and so on The solution to reading comprehension problems is more reading The best way to help students master reading comprehension skill is to give them xlix various types of topics that they have to read at class and at home Teachers are also spent more time providing the cultural background needed to make sense of texts One of the best ways to help students to master the reading comprehension skill is to actively improve their vocabulary by using the dictionary effectively, regular reading, using context clues, taking note, three dots, synonym and antonym, the key word method and so on Then, teachers should make students use the vocabulary words they are learning in a sentence as part of class In order to help students remember vocabulary and develop the reading comprehension skill, teachers sometimes give them some games such as networks, matching, gap-filling, rearranging, pictures guess and description, jumbled words, word square and so on to motivate high reading skill of students Besides, students should pay much attention to transitions, patterns of organization, grammatical structures, accurate inferences, main and supporting ideas in order to effectively read and comprehend the text or paragraph In short, the second-year students of BATF at HPU N in the academic year of 2012-2013 have difficulties in unfamiliar vocabulary, the lack of background knowledge, making accurate inferences, unfamiliar topic, grammatical structures and finding the main and supporting ideas On that basis, a number of proposals have been suggested to improve the reading comprehension skill of students Hopefully, these proposals will help students of BATF at HPU N to minimize difficulties in the reading comprehension skill l PART THREE CONCLUSION Without comprehension, reading is simply following words on a page from left to right while sounding them out The words on page have no meaning And while people read for many different reasons, they all need to derive some understanding of what the writer is trying to convey and make use of that information Thats why reading comprehension skill is so important Without li them, readers cannot gather any information and use it to efficiently function and enjoy the richness of life Reading comprehension skill actually plays an important part in learning a language It makes learners obtain the information from the text as efficiently as possible or it makes learners understand what they read where words have context and texts have meaning Reading comprehension skill allows learners to read proficiently, learn effectively, problem-solve, strategize, conceptualize, and succeed in life Without reading comprehension skill, many learners are left behind However, it often causes embarrassment to students of English, especially of non-Engish major students For this reasons, the study has focused on difficulties in the reading comprehension among the second-year students of BATF at HPU N in the academic year of 2012-2013 Taking this point into consideration, the thesis gives an understandable and complete picture of the reading comprehension skill Everything related to the reading comprehension such as definition, types, processes, strategies have been introduced and clarified Besides, some elements to build or improve reading comprehension skill also have been mentioned Hopefully, the students will have a full look at the reading comprehension skill Then a survey was conducted with the aim of testing the students understandings of the reading comprehension and finding their common difficulties in reading comprehension The outcome of the survey proves that the second-year students of BATF at HPU N often have difficulties in unfamiliar vocabulary (76.67%), difficulties in the lack of background knowledge (58.33%), difficulties in grammatical structures (53.33%) and so on From the result of the survey, it has been proved that the major causes are students limited understandings of reading comprehension Based on the findings, some suggested solutions to the problems have been made, as follows: lii To teacher To students - Provide students with a good - Master knowledge of the reading knowledge of the reading comprehension skill comprehension - Build up useful reading - Give students some strategies to comprehension strategies build and improve reading - Actively seek out knowledge on comprehension skill to help them how to read and comprehend the reading comprehension effectively texts - Give students some suggested - More reading solutions to help them minimize - always self- assess reading difficulties in reading comprehension comprehension ability through as much as possible aspects of reading - Use and give self-assessment in comprehension skill classroom - Actively improve their - Give students various types of vocabulary by using the topics that they have to read at dictionary class and at home and effectively, regular reading, spend more time providing the using cultural background needed to context clues, taking notes, three make dots, synonym and antonym, the key word method sense of texts - Give students some games such as - Pay much attention to networks, matching, gap-filling, transitions, patterns of rearranging, pictures guess and organization, grammatical description, jumbled words, word structures, inferences, main and square to motivate high reading supporting ideas in order liii skill of students to effectively read and comprehend the text or paragraph The study has made certain contributions to the English teaching and learning English in Vietnam Although I have made efforts, mistakes and shortcomings are unavoidable I would be much grateful to welcome all possible comments from readers to accomplish the work liv REFERENCES Adolfina Ruiz (2008) Reading worksheets New York: Longman Afflerbach, P., Pearson, P., & Paris, S G (2008) Clarifying differences between reading skills and reading strategies The Reading Teacher, 61 (5), 364373 Alvarez, M.C., & Risko, V (1989) Using thematic organizer to facilitate transfer learning with college developmental studies students Reading Research and Instruction, 28, 1-15 Baker, L., & Brown, A L (1984) Meta-cognitive skills and reading In M L Kamil, P B Mosenthal, P D Pearson, & R Barr (Eds.), Handbook of reaing research (vol 1, pp.353-394) White Plains, NY: Longman Brown, H D (1994) Teaching by Priciples Prentice Hall Regents Cambourne, B (1979) How important is theory to the reading teacher? Astralia Journal of Reading, 2, 79-90 Cohen, A D (1998) Strategies in learning and using a second language London: Pearson Education Deanne Milan (1945) Developing Reading Skills (4th ed) San Francisco: A College of San Francisco Deanne Milan Spears (2000) Improving Reading Skills (4th ed) San Francisco: City College of San Francisco Doff, A (1988) Teaching: A Training Course for Teachers London: Heinemann Ellis, R (1994) The Study of Second Language Acquisition Oxford: Oxford University Press Greenwood, J (1985) The Teaching of English as an International Language Collins: Glassgrow and London Grellet, F (1981) Developing Reading Skills: A practical guide to reading comprehension Cambridge: Cambridge University Press lv Harmer, J (1989) The Practice of English Language Teaching Harlow: Longman John Langan (1997) Sentence Skills with Readings Atlantic: Atlantic Community Colledge John Langan (2002) Reading and Study Skills (7th ed) Atlantic: Atlantic Cape Community College Karlin, R and Kartin, Teaching of Elementary Reading, Harcourt Brace: Toxanovic Publisher, 1992 Koda, K (2005) Insights into second language reading: A Cross-linguistic approach Cambridge: Cambridge University Press Lewis, M., & Hill, J (1985) Practical Techniques for Language Teaching London: Commercial Color Press Nell K Duke (2003) Comprehension Difficulties Michigan: Michigan State University Press Nunan, D (1991) Language Teaching Methodology Toronto: Ontario Institute for Studies in Education Nuttall, C (1982) Teaching Reading Skills in a Foreign Language London: Macmillan Publishers Ltd Patricia Glenn (1995) Improve your Reading and Study Skills Baltimore: Baltimore City Community College Richards, J C , Platt, J & Platt, H (1994) Dictionary of Language Teaching and Applied Linguistics (2nd ed) Essex: Longman Rummerhart, D (1977) Towards an Interactive Model of Reading In S Dordic (Eds) Attention and Performance IV Academic Press Skehan, P (1989) Individual differences in second language learning GB: Routledge Chapman and Hall Swan, M (1975) Inside Meaning Cambridge: CUP William, E (1986) Reading in the language classroom Oxford: Macmillian Publishers lvi Williams, E & Moran, C (1989) Reading in a foreign language at intermediate and advanced levels with particular reference to English Language Teaching, 22(4), 217-228 APPENDIX A: QUESTIONNAIRE SURVEY Questionnaire for the second-year non-English majors, Biology-Agricultural Technology Faculty, Hanoi Pedagogical University N0 Please answer the following questions as honestly as you can Part1: Indicate your choice by putting a tick ( ) in the appropriate box for each answer chosen (Đưa lựa chọn bạn cách tích vào đáp án thích hợp với câu trả lời chọn) Do you like learning reading comprehension ? (Bạn có thích học đọc hiểu không?) Yes (có) No (không) In your opinion, how important is reading comprehension skill in English? (Theo bạn, kỹ đọc hiểu có tầm quan trọng việc học tiếng Anh?) Very important (rất quan trọng) Important (quan trọng) Not very important Not important at all (không quan trọng lắm) (không quan trọng chút nào) How you rank your English reading comprehension skill at the moment? (Khả đọc hiểu bạn nay) Very good (rất tốt) Average (trung bình) Good (tốt) Poor (kém) How much time you often spend in reading each text at class? (Trên lớp bạn thường dành thời gian cho đọc?) minutes 10 minutes 15 minutes 20 minutes lvii How often you read English materials or texts in a course? (Bạn có thường xuyên đọc tài liệu hay văn tiếng Anh khóa học không?) Never (không bao giờ) Seldom (ít khi) Sometimes (thỉnh thoảng) Often (thường xuyên) What activities you like doing in your reading comprehension lesson? (Những hoạt động bạn thích làm học đọc hiểu tiếng Anh?) Tick pairwork (theo cặp) groupwork (theo nhóm) student presentation (cá nhân diễn thuyết) class discussion ( lớp thảo luận) individual learning (làm việc độc lập) Which kinds of reading comprehension exercises you like? (Bạn thích loại tập đọc hiểu nào?) Tick Comprehension questions (Câu hỏi đọc hiểu) T-F-N information questions (Câu hỏi đúng-sai-không có thông tin) Multiple choice (Chọn câu trả lời khả cho sẵn) Contextual inference (Đoán nghĩa dựa ngữ cảnh) Matching (Khớp thông tin) Crossword (Ô chữ) lviii Sentence rearrangement (Sắp xếp lại trật tự câu) Gap-filling (Điền từ) Predicting (Đoán thông tin) Part2: What are your difficulties in reading comprehension English documents to exercises in books? (Khó khăn bạn việc đọc hiểu tài liệu tiếng Anh để làm tập sách gì?) Tick Unfamiliar topics (chủ đề lạ) Unfamiliar vocabulary (từ mới) 10 Word recognition and vocabulary decoding (nhận diện giải mã từ) 11 Grammatical structures (cấu trúc ngữ pháp) 12 Finding the main ideas (tìm ý chính) 13 Finding the supporting ideas (tìm ý phụ hay ý bổ trợ) 14 Recognizing transitions (nhận biết từ nối) 15 Recognizing patterns of organization (nhận biết cấu trúc văn bản) 16 Making accurate inferences ( Đưa suy luận xác) 17 The lack of background knowledge (kiến thức chủ đề học thiếu) Others (các khó khăn khác) lix Part3: What you expect the reading comprehension learning at HPU bring about?(Bạn mong muốn đạt thông qua việc học đọc hiểu tiếng Anh trường Đại học Sư phạm Hà Nội 2?) Tick 18 Building up English vocabulary (Tích lũy nâng cao vốn từ vựng tiếng Anh) 19 Consolidating basic grammatical structures (Củng cố nâng cao cấu trúc ngữ pháp) 20 Mastering the most useful reading comprehension skills and strategies (Làm quen với chiến lược kỹ đọc để tăng khả đọc hiểu) 21 Enriching knowledge (Bổ sung làm giàu kiến thức) 22 Getting high marks (Đạt điểm cao) 23 Being able to read English materials for study at HPU N and for future work (Đọc tài liệu tiếng Anh phục vụ cho việc học tập trường trường làm) Others (please specify): (Nếu có mong muốn khác làm ơn nêu rõ) Thank you for your cooperation! lx APPENDIX B: OBERVATION SHEET AND CHECKLIST Name of teacher: Class: Name of observer: Lesson: Date of observation: Length of lesson: * Table 1: Reading comprehension skills Reading comprehension skills Good Skimming to get the main ideas Scanning to find specific details Intensive reading for a full understanding of the text Extensive reading for pleasure, global or general meaning Reading aloud to convey necessary information to the others and to improve pronunciation Silent reading to best understand the reading material in the shortest possible time at your own speed Understanding relations between sentences and the between parts of a text through lexical or grammatical cohesion devices such as pro-forms, substitutions, synonyms, structure words etc lxi Fair Bad Comments Outlining for noting relationships between heads and subheads, and identifying main points and supporting details Summarizing to reduce of a large quantity of information to the most important points 10 Recognizing discourse markers for example, first; next; in conclusion; for instance, etc * Table 2: Checklist Good Unfamiliar topics Unfamiliar vocabulary Grammatical structures Finding the main and supporting ideas Recognizing transitions Recognizing patterns of organization Making accurate inferences The lack and poor use of reading comprehension skills lxii Fair Bad Comments [...]... difficulties at HPU N 2 IV RESEARCH SCOPE The research is limited about reading comprehension skill of the second- year students of BATF at HPU N 2 in the academic year of 20 12- 2013 The reading comprehension skill is carried out at the classroom The population involved in the study is eighty students of BATF at HPU N 2 in the academic year of 20 12- 2013 V RESEARCH TASKS The study involves fulfilling the. .. out the causes of those difficulties in reading comprehension skill that the second- year students of BATF at HPU N 2 in the academic year of 20 122 013 have 4 To find out the most effective ways to overcome the difficulties through the survey The solutions might be concentrated on both theory and practice, in which some elements or techniques are also introduced with the goal of minimizing students difficulties... information Reading comprehension is an interaction between word identification, knowledge and comprehension skills xiv Karlin and Kartin (19 82, p .2) in the book Teaching of Elementary Reading states that reading without comprehension is meaningless I .2. 2 Types of the reading comprehension skill I .2. 2.1 Skimming Skimming is a very useful reading skill for students to locate a specific item of information... solutions for the reading comprehension skill To sum up, much research has been done on the reading comprehension skill but only Nell K Duke (20 03) points out difficulties on the reading comprehension skill In fact, there are far more difficulties that learners of English often make Therefore, it is essential to have a really full study of difficulties in the reading comprehension skill I .2 READING COMPREHENSION. .. learners of English in order to minimize their difficulties in the reading comprehension skill 2 Input for teachers of English with information on expectations, difficulties and solutions to the problems so that they can choose good methods of teaching the reading comprehension skill The study is also beneficial to anyone who is interested in the reading comprehension skill VIII DESIGN OF THE RESEARCH... overview the reading comprehension skill such as the definition, classification and processes 2 To study the strategies of improving the reading comprehension skill 3 To conduct a survey to find out expectations, difficulties and causes On the basis of the findings, possible solutions to the problems are found to minimize the students difficulties VI RESEARCH METHODS To achieve the objectives of the study,... time because they do not need to read all the words in the text, they can read at their own speed and if readers do not understand what they are reading, they can read again or slow down for intensive reading For the teachers, silent reading is helpful for controlling the class In silent reading, students are in fact concentrating on the text, obtaining the meaning and extracting what they need In... mind the purpose of the material I .2. 2.9 Outlining John Langan (20 02, p.409) in the book Reading and Study Skills says that outlining is another reading comprehension skill that will improve students reading comprehension as well as provide additional benefits Outlining is an organizational skill that develops their ability to think clearly and logically It will help as students prepare textbook and. .. levels of notes For example, capital letters (A, B, …) are used for the first level, numbers (1, 2, 3, ) for the second level, and small letters (a, b, c, ) for the third level - Second: Put all the headings at each particular level at the same point in relation to the margin For example, A and B are both at the margin; 1, 2, and 3 are all intended an equal amount of space from the margin; and a, b, and. .. definition of reading comprehension skill and also deals with some main types of reading comprehension skill including scanning, skimming, intensive reading and extensive reading In addition, the book helps students know some ways to develop reading comprehension skill In the book Teaching reading skills in a foreign language, Nuttall (19 82) also focuses on definition and some types of the reading comprehension ... Expectations of the second- year students of BATF at HPU N in their reading comprehension skill The bar graph shows the expectations of the second- year students of BATF at HPU N in their reading comprehension. .. second- year students of BATF at HPU N in the academic year of 20 12- 2013 x To find out the causes of those difficulties in reading comprehension skill that the second- year students of BATF at HPU. .. that the second- year students of BATF at HPU N in the academic of 20 12- 2013 often have? What are effective ways to help the second- year students of BATF at HPU N in the academic of 20 12- 2013