Purpose of the research: To recommend some particular measures in order to improve the efficiency of competence-based teaching text reading comprehension for pupils of grades 4 and 5. To recommend measures of competence-based teaching for text reading comprehension for pupils of grades 4 and 5. Organize scientific experiment to initially verify the feasibility of the recommended measures.
MINISTRY OF EDUCATION AND TRAINING HANOI PEDAGOGICAL UNIVERSITY TRINH CAM LY competence-based Teaching for text reading comprehension for pupils of grades and Major : Pedagogics (Primary Education) Code : 62 14 01 01 SUMMARIZATION OF DOCTORAL THESIS IN PEDAGOGICS HANOI - 2015 The thesis is completed at Hanoi Pedagogical University Supervisors: PhD Nguyen Trong Hoan PhD Nguyen Thi Kieu Anh Reviewer 1: Reviewer 2: Reviewer 3: The Thesis shall be upheld in front of the University Thesis Examiners' Council at Hanoi Pedagogical University At : of (dd) (mm) (yyyy) References are available at: Hanoi National Library Or Hanoi Pedagogical University 2's Library FOREWORD Rationale 1.1 Reading is one of four skills in using Vietnamese and can be considered as the most important skills for Primary school pupils Reading activity includes both technique and content comprehension in which content comprehension (reading comprehension) is the target of the reading activity Therefore, it can be affirmed that reading comprehension is one of the factors of language competence and one of the core competences to be formed for pupils 1.2 The role of reading comprehension is affirmed once more time; along with Mathematics and Science, Reading comprehension is selected as one of three aspects to assess learning competence of 15-year-old pupils under the Program for International Student Assessment (PISA) 1.3 Teaching the reading comprehension for primary school pupils is mainly conducted through Reading subject However, for both objective and subjective reasons, teaching the reading comprehension is not properly concerned Especially, teaching the reading comprehension for pupils of grades and at present is only limited to teaching of particular texts without attaching special importance to the formation of reading skill, orienting towards the development of reading comprehension competence for pupils 1.4 Implementing the spirit of the Resolution No 29, the innovation of targets, contents and teaching methods is taking place strongly and broadly Teaching the reading comprehension must be essentially innovated along with other subjects at school For the above mentioned reasons, we select the topic Competence-based teaching for text reading comprehension for pupils of grades and with the expectation of recommending some particular measures to improve the efficiency of teaching text reading comprehension for pupils of grades and through theoretical research and practical survey 2 Purpose of the research To recommend some particular measures in order to improve the efficiency of competence-based teaching text reading comprehension for pupils of grades and Object and subject of the research 3.1 Object of the research Pupils’ competence-based teaching 3.2 Subject of the research Measures of competence-based teaching for text reading comprehension for pupils of grades and Scientific hypothesis If teachers apply measures recommended by the thesis under chapter which are teaching text reading comprehension based on natural, social knowledge and basic language competence of pupils, teaching the reading comprehension based on text language style, it will contribute to improvement of the teaching quality, interest, efficiency as well as formation of text reading comprehension competence for pupils of grades and 5 Tasks of the research 5.1 To define the theoretical background of competence-based teaching for text reading comprehension for pupils of grades and 5.2 To define the practical background of competence-based teaching for text reading comprehension for pupils of grades and 5.3 To recommend measures of competence-based teaching for text reading comprehension for pupils of grades and 5.4 Organize scientific experiment to initially verify the feasibility of the recommended measures Scope of the research 6.1 Scope of contents - The topic analyzes and explains the issue of teaching text reading comprehension for pupils of grades and through the Primary school program and teaching linguistic data for Reading in the existing Vietnamese textbook for grades and - The measures recommended under the thesis orient towards the competence-based teaching for text reading comprehension by different language styles for pupils of grades and Due to the purpose of the research, the topic has not discussed about techniques of assessing results of competencebased teaching for reading comprehension 6.2 Location of survey and experiment - Location of survey: 20 primary schools in Ho Chi Minh City and Hanoi City - Location of experiment: primary schools in Bac Giang Province and Hanoi City 6.2 Subjects of survey and experiment Teachers and pupils of grades and 6.3 Contents of experiment Experiment through Reading subject for grades and 6.4 Time of survey and experiment - Time of survey: School year 2011 - 2012 - Time of experiment: + Exploratory experiment: Semester - School year 2014 - 2015 + Impact experiment: Semester - School year 2014 - 2015 Research methods In implementing the thesis, we use theoretical and practical research method, expert method, survey method and teaching experiment method New contributions of the thesis 8.1 In theoretical aspect - Contribute to exploring fundamental issues of competence-based teaching for reading comprehension for pupils of grades and - Systemize, explain and classify texts selected as reading comprehension teaching linguistic data for pupils of grades and by functional style of language - Systemize text reading comprehension skills to be trained for pupils of grades and under competence approach 8.2 In practical aspect: - Summarize reality and indicate some restrictions in teaching text reading comprehension for pupils of grades and at primary schools at present - Propose two groups of specific measures helping teachers in competencebased teaching for text reading comprehension for pupils of grades and and affirm the feasibility of those measures - Direct teachers to design lessons of competence-based teaching for text reading comprehension in different language styles for pupils of grade and Structure of the thesis In addition to the Foreword, Conclusion and Recommendations, References and Appendixes, the main contents of the thesis include chapters: Chapter 1: Theoretical background of competence-based teaching for text reading comprehension at Primary schools Chapter 2: Practical basis of teaching reading comprehension to pupils of grades and under competence approach Chapter 3: Methods of competence-based teaching for text reading comprehension for pupils of grades and Chapter 4: Scientific experiments Chapter THEORETICAL BACKGROUND OF COMPETENCE-BASED TEACHING FOR TEXT READING COMPREHENSION AT PRIMARY SCHOOLS 1.1 OVERVIEW OF RELEVANT RESEARCHES 1.1.1 Researches on reading comprehension and reading comprehension teaching It is not simple to define accurately the appearance of reading comprehension terminology in term of time The double terminology of reading comprehension may appear very early However, the theory of reading comprehension appears later In the world, especially in European - American countries and the old Soviet Union, the theory of reading comprehension was concerned and researched many decades ago with many scientific works and articles on reading comprehension and reading comprehension teaching In How to read a book, the author Mortimer J Adler focuses on solving the conception of reading method with different reading levels to gain information and understand a book We especially concern about the research titled Reading and Study Skills The author John Lagan presents ten skills supporting the text reading comprehension: skill of determining definitions and examples; skill of determining chains of theoretical points; skill of determining headings and subheadings; skill of determining instructive words; skill of determining main ideas in paragraphs; skill of making lay-out; skill of summarizing; skill of understanding tables and charts; skill of reasoning; skill of critical thinking In our country, teaching text reading comprehension was only mentioned as an independent issue to be researched since the beginning of the 1990s of the 20th century The author Pham Thi Thu Huong in the volume Reading comprehension and text reading comprehension tactics at schools gave out some fresh tactics such as: highlighting and marginal notes, general linking questions, question answer relation, reasoning in reading, intellect film, etc to actively support the text reading comprehension at schools In the volume Teach Reading at Primary Schools, the author Le Phuong Nga affirmed that reading comprehension is an activity with clear progress nature because it includes many actions spreading by linear time: action of language identification, action of clarifying the meanings of language signal chains and action of responding to ideas of writers under the texts The author also presents particular skills to take these actions In the thesis titled Training the reading comprehension skill for pupils of grades and 5, the author Nguyen Thi Hanh established a system of reading comprehension exercises as well as mentioned the organization of teaching the reading comprehension at grades and The author continues presenting persuasively the scientific background as well as practical background of teaching the reading comprehension at Primary schools under the specialized essay titled Teaching the reading comprehension at Primary schools In the volume Some issues of teaching Vietnamese in viewpoint of communication, the author Nguyen Tri affirms that reading is the skill most frequently used by pupils in which silent reading is mostly used and referring to silent reading is referring to reading comprehension because reading comprehension is the target of reading activity The author also comments that if we consider reading as comprehension, the experience of training the reading comprehension skill is very poor The School Education Quality Assurance Program (SEQAP) is the first and only unit conducting experiment for the Early Grade Reading Assessment (EGRA) tool developed by experts of RTI International In Vietnam, a group of experts customized international EGRA for Vietnam and established a tool of reading skill assessment on a large scale since 2013 They pointed out that formation of reading competence undergoes two periods with different goals: 1) Learning to know how to read 2) Reading to serve learning By this division, pupils of grades and at Primary schools start to step into the period of reading to serve learning The number of researches on reading comprehension and reading comprehension teaching in the world and in the country is bulky with many profound ideas; however, it can be seen that almost researches are macroscopic and clear theories In Vietnam, finding out optimum measures for competencebased teaching for reading comprehension in a particular subject and class to assist teachers and pupils at Primary Schools to teach and learn text reading comprehension well with different language styles at grades and 5; especially, non-artistic text reading comprehension teaching has not been mentioned comprehensively and profoundly 1.1.2 Researches on competence and competence-based teaching and education In the world as well as in Vietnam, there are many authors with many researches on competence and competence approach in teaching and education In the article Social competence in school learning contents, the author Dang Thanh Hung affirms that social competence is the integral part in the school learning contents and in the viewpoint of the author, this is the poorest phase in the educational program in our country in the past which must be absolutely overcome today Next, in the article Competence and competencebased education, the author presents the conception of competence, structure, format, type and determines basic issues of the competence-based education The author Hoang Hoa Binh in the article Competence and competence structure affirms that competence has two specific characteristics which are exposure through activity and assurance of efficient activity In accordance with the author Nguyen Thi Hanh in the article Assessment standards for reading comprehension competence in Literature after 2015, to design the assessment standards for reading comprehension competence in Literature in school educational program in Vietnam after 2015, it is necessary to: Determine elements of reading comprehension competence; compile content standards for reading comprehension competence with criteria in phases (grades 1, 2, 3; grades and 5; grades and 7; grades and 9; grades 10, 11, 12); compile performance standards for reading comprehension competence on the basis of concretizing the reading comprehension content standards into assessment indexes The author Tran Thi Hien Luong in the article Assessment standards for text establishing competence in Literature at schools affirms that it is necessary to rely on the assessment standards for text acquiring and establishing competence to assess the language competence of pupils From the progressive viewpoints of the authors, we position reading comprehension in language competence, particularly text acquiring competence and it is necessary to establish the reading comprehension competence framework as well as determine basic skills to be trained during the formation of the reading comprehension competence for pupils 1.2 THEORY OF TEACHING TEXT READING COMPREHENSION AT PRIMARY EDUCATION LEVEL 1.2.1 Some concepts 1.2.1.1 Text Within the scope of this dissertation, we define text as the product of writing process with structure, subject and topic constituting a unit such as a story, a poem, a letter or a regulation in writing 1.2.1.2 Reading Within the scope of the topic, we define reading as the reception and understanding of language signs and written things On that basis, it is possible to change into speech with sound (reading aloud) or change into meaning units without sound (silent reading) 1.2.1.3 Comprehension In our viewpoint, comprehension is the application of intellectual to identify and explain language signs, thereby connecting, evaluating and applying information to solving learning and life problems 1.2.1.4 Reading comprehension Within the scope of the topic, we define reading comprehension as the reading competency at comprehension level and comprehension competency via reading and classify text reading comprehension as two levels: 11 developing pupil’s competency while basing on fundamental competency of pupils In the experience of pupils, there are always readily or potentially requisites and internal conditions of competency on which teaching must be based to develop pupils Competency approach doesn’t merely means developing competency but firstly basing on the learner’s competency 1.3.2 Competency and competency approach in text reading comprehension teaching for the pupils of grades and From the viewpoints by the scientists on the competency and competency approach in teaching at Primary education level, in our opinion, text reading comprehension competency for the pupils of grades and is the fact that pupils apply available experience and instruction by teachers to identify and understand text meaning (word, sentence, paragraph, structure, main messages and important details, layout and summary of the text); on that basis, connect, evaluate information (connecting information in the text and initially connect information outside the text); apply such information to solving some specific problems in learning and life On that basis, we define text reading comprehension teaching for the pupils of grades and is a process in which the teacher organizes activities to help pupils apply available experience to identify and understand text meaning (word, sentence, paragraph, structure, main messages and important details, layout and summary of the text); on that basis, connect, evaluate information (connecting information in the text and initially connect information outside the text); apply such information to solving some specific problems in learning and life 1.3.3 Text reading comprehension competency framework of the pupils of grades and From the above analysis, we define that text reading comprehension competency of the pupils of grades and includes three levels: identification and meaning understanding, connection and evaluation, application of information to problem solving Each level includes component skills: 12 1) Identification and meaning understanding a) Text reading skill: - Aloud reading skill - Silent reading skill b) Text understanding skill: - Skill of identifying and understanding text topic and name - Skill of identifying and understanding word meaning: + Skill of identifying and understanding new word meaning + Skill of identifying and understanding difficult word meaning + Skill of identifying and understanding instructive word meaning - Skill of identifying and understanding the content of table, schedule and diagram - Skill of identifying and understanding sentence meaning: + Skill of identifying and understanding the meaning of difficult sentence + Skill of identifying and understanding the meaning of important sentence - Skill of identifying and understanding paragraph meaning: - Skill of identifying and understanding text structure - Skill of identifying and understanding important information; purpose and meaning of text - Skill of preparing layout - Skill of summarizing text 2) Information connection and evaluation - Skill of connecting and evaluating information in the text - Skill of connecting and evaluating information outside the text - Skill of expressing feeling on the reading text 3) Application of information in the text to problem solving - Skill of applying information in the text to solve familiar problems in learning and life 13 - Skill of applying information in the text to solve new problems in learning and life Based on the formation of skills at three above mentioned levels, pupils may apply these skills into reading comprehension for new texts (maybe similar texts with same topic) 1.3.4 Viewpoint of creation and experience in text reading comprehension teaching under competency approach We define that teaching under creation theory is the one based on the learner’s participation in problem solving critical thoughts in the activity that pupils find suitable and interesting For text reading comprehension process, pupils must mobilize all available knowledge and skills, actively acquire new knowledge and flexibly apply acquired knowledge to solving learning and life problems 1.3.5 Method and technique of teaching reading comprehension for pupils of grades and under competency approach At present, at primary schools, attention is paid to various active teaching techniques many of which have been used popularly When organizing reading comprehension teaching for pupils of grades and 5, we emphasize the technique of raising questions, the technique of cooperative teaching in groups and the technique of brainstorming CHAPTER PRACTICAL BASIS OF TEACHING TEXT READING COMPREHENSION TO PUPILS OF GRADES AND UNDER COMPETENCY APPROACH 2.1 CHARACTERISTICS AND REQUIREMENTS OF TEXT READING COMPREHENSION TO PUPILS OF GRADES AND 2.1.1 Position, task of teaching reading comprehension at grades and Based on the defined general objective of the Vietnamese, the objective of teaching reading comprehension at grades and is also defined concretely in the current Vietnamese teaching program 14 2.1.2 Current reading comprehension teaching program for grades and Since school year 2006 - 2007, the Reading program for grades and has been established as follows: Grade 4, grade 5: Reading is taught in 31 weeks (excluding 4-week Revision): Total number of lessons: lessons/ week x 31 weeks = 62 lessons; 62 lessons x period/lesson = 62 periods 2.1.3 Vietnamese textbook - Current content of reading comprehension teaching for grades and Vietnamese textbook for grades and is designed for subjects Knowledge is established by big subject matters For grades and 5, each of them has ten big subject matters The text that is selected as linguistic data for reading comprehension teaching has distinctive changes in genre through various phases 2.1.4 Method and technique of teaching reading comprehension at grades and The common method of teaching reading comprehension at grades and is still language analysis method, communication method (communication practice) and sample-based practice method Over the past few years, at primary schools, teaching method renovation has been conducted relatively strongly Teachers have bravely applied some active teaching methods and techniques However, for both subjective reasons and objective reasons, the application of active teaching methods and technique remains controversial 2.1.5 Competency approaching in teaching reading comprehension in the current Primary education program General objective of the Vietnamese subject is concretized as objective of each subject, each class and each lesson The objective of each reading 15 comprehension lesson is defined to include three components: knowledge objective, skill and attitude As such, although the above expression of objective has not mentioned the term “competency” and “competency approach”, the content has showed clearly elements and structure of competency 2.2 ACTUALITY OF TEACHING TEXT READING COMPREHENSION FOR PUPILS OF GRADES AND FROM THE ASPECT OF COMPETENCY APPROACH AT SOME PRIMARY SCHOOLS 2.2.1 Actuality survey organization 2.2.1.1 Survey purpose To evaluate actual teaching and learning of reading comprehension at grades and in connection the implementation of objective, content and method 2.2.1.2 Survey object Teachers and pupils of grades and in Hanoi city and Ho Chi Minh City 2.2.1.3 Survey content Teacher survey We survey teachers with focus on some contents: concept, importance, advantages, disadvantages, solutions, reading comprehension process for pupils of grades and Pupil survey Each pupil of grades and involved in the survey will answer some questions on specific contents: teacher’s Reading teaching form - favorite form of pupils - desired learning form of pupils, listing your favorite Reading lessons - specifying reasons; listing your so-called difficult Reading lessons specifying reasons 2.2.1.4 Survey method and technique We survey teachers and pupils by questionnaire Questionnaire includes multiple-choice questions and constructed-response questions 16 2.2.1.5 Survey result We have collected a lot of valuable ideas for the evaluation on actual reading comprehension teaching for pupils of grades and 2.2.2 Actuality of text reading comprehension teaching for pupils of grades and through observation and summarization of learning experience Based on observing actual teaching as well as summarizing reading comprehension teaching experience through the report on the survey and evaluation of reading skill for pupils of the st grade and the 3rd grade of SEQAP project in Dien Bien, Nghe An, Gia Lai and Vinh Long; extensive report by PISA, it is possible to judge that reading comprehension competency of Vietnamese pupils remains inadequate 2.2.3 General judgment on actual text reading comprehension teaching for pupils of grades and under competency approach From survey, observation and experience summarization, we have reached judgments on the actual text reading comprehension teaching for pupils of grades and under competency approach in terms of objective, content, program and textbook; teaching process, method, form and assessment Chapter METHODS OF COMPETENCE-BASED TEACHING FOR TEXT READING COMPREHENSION FOR PUPILS OF GRADES AND Based on aforesaid theoretical background, we suppose that in order to implement the target of competence development of pupils, teaching for reading comprehension must be organized through or by activities for competence development Within the thesis, organizing activities for teaching new lessons are concerned 3.1 TEACHING FOR TEXT READING COMPREHENSION ON THE BASIS OF NATURAL AND SOCIAL KNOWLEDGE AND FUNDAMENTAL LANGUAGE COMPETENCE OF PUPILS 3.1.1 Teaching for text reading comprehension on the basis of natural and social knowledge of pupils 17 3.1.2 Teaching for text reading comprehension on the basis of fundamental language competence of pupils 3.1.2.1 Exploiting and promoting vocabulary competence of pupils 3.1.2.2 Exploiting and promoting grammar competence of pupils 3.2 TEACHING FOR READING COMPREHENSION ON THE BASIS OF STYLE CHARACTERISTICS OF TEXT LANGUAGE 3.2.1 Instructing text reading technique for pupils 3.2.1.1 Instructing pupils to read aloud text - Instructing pupils to read text fluently; - Instructing pupils to read text expressively; 3.2.1.2 Instructing pupils to read text silently - Instructing pupils to read or skim text silently - Instructing pupils to skim text before exploring lessons, according to specific tasks assigned by teachers - Instructing pupils to read to themselves and read thoroughly to understand text 3.2.2 Instructing pupils to understand comprehensively text content 3.2.2.1 General study about reading text 1) General study about author and reading text a) Facilitating pupils in self-exploring text b) Well preparing content for text introduction c) Effectively using teaching facilities 2) Text sample reading 3.2.2.2 Recognizing and understanding text meaning 1) Recognizing and understanding theme, name of text a) Recognizing and understanding theme of text b) Recognizing and understanding name of text 2) Recognizing and understanding words of a text a) Recognizing and understanding new words b) Recognizing and understanding difficult words 18 c) Recognizing and understanding instructive words c1) Words with empathizing effect c2) Words with supplementing effect c3) Words with comparing and contrasting effects c4) Words with illustrating effect c5) Words with increased relation indicating effect 3) Recognizing and understanding content of tables and graphs 4) Recognizing and understanding meaning of sentence a) Recognizing and understanding meaning of difficult sentence - Understanding general meaning of sentence - Understanding profound meaning of sentence b) Recognizing and understanding meaning of important sentence 5) Recognizing and understanding meaning of paragraph 6) Recognizing and understanding text structure 7) Recognizing and understanding important information - identifying purpose and meaning of text 8) Preparing arrangement of ideas 9) Summary of text 3.2.3 Connecting and evaluating information 3.2.3.1 Connecting and evaluating information in text 1) Connecting information in text With an art text, pupils are instructed to connect and recognize intended arrangements of words, images, details and events in a text With a non-art text, pupils are instructed to connect meanings, main information and contents of paragraphs in a text 2) Evaluating information in text a) Evaluating methods of selecting words, images, details, characters, etc in text b) Evaluating content value of one or some paragraphs in text 19 c) Evaluating content value and emotion of text d) Evaluating art value of text e) Evaluating meaning of information received from text for self 3.2.3.2 Connecting and evaluating information out of text 3.2.4 Applying text information on resolving problems 3.2.4.1 Applying text information on resolving study problems 1) Applying text information on resolving Vietnamese study problems 2) Applying text information on resolving problems of other subjects 3.2.4.2 Applying text information on resolving problems of life 3.2.5 Expressing emotions on the reading text in various forms After each text, teachers encourage pupils in expressing their emotion in various forms Emotion expression is also a form of testing grades of rememberin1g and understanding a text 3.2.6 Reading comprehension of new text Skills of text reading comprehension as forgoing formed should be practiced in specific circumstances - reading comprehension of new text Major methods for establishing skill of text reading comprehension for pupils of grades and are to organization actions through questionnaires and exercises appropriate with pupils, with content and style characteristics of the text Chapter SCIENTIFIC EXPERIMENTS We implement experiments into two stages: exploratory experiment and impact experiment 4.1 EXPERIMENT PURPOSE 4.1.1 Purpose of exploratory experiment - It is firstly to verify feasibility of solutions recommended in Chapter - On the basis of exploratory experiment outcomes, the established solutions are revised and completed before implementing impact experiment 20 4.1.2 Purpose of impact experiment - Continue verifying feasibility of the recommended solutions - On the basis of impact experiment outcomes, it is to recommend to relevant authorities for revising targets, programs, textbooks, content, teaching methods, etc for the sake of teaching more effectively pupils of grades and for reading comprehension 4.2 OBJECT, AREA AND TIME OF EXPERIMENTS 4.2.1 Object of experiments The reading comprehension lessons are taught at grades and with insignificant difference in number of pupils, competence and seniority of teachers 4.2.2 Area of experiments The experiments are carried out in Bac Giang province and Hanoi city, where economic, social and population characteristics are different 4.2.3 Time of experiments - Exploratory experiment: implemented in the 1st semester of school year 2014-2015 - Impact experiment: implemented in the 2nd semester of school year 2014-2015 4.3 CONTENT OF EXPERIMENTS 4.3.1 Criteria of experiment lesson selection Based on solutions recommended in Chapter 3, we have selected and designed experiment lessons according to some specific criteria 4.3.2 Experiment lesson design Majority of lessons are designed by collaborating many of recommended solutions using some active teaching techniques like group cooperation teaching, questioning technique, brainstorm technique and mind-map technique 4.4 METHODS AND TECHNIQUES FOR IMPLEMENTATION 4.4.1 Exploratory experiment 4.4.1.1 Preparing the exploratory experiment 21 4.4.1.2 Implementing the exploratory experiment 4.4.1.3 Survey after the exploratory experiment Survey after the exploratory experiment is carried out with questionnaires 4.4.1.4 Outcomes of exploratory experiment Experiment outcomes taken at schools are as follows: Graph 4.1 Graph of survey outcomes after the exploratory experiment We also evaluate survey outcomes basing on quality of answers of essay questions, observed findings and records in the class 4.4.1.5 Revising experiment content On basis of the exploratory experiment outcomes, we have revised partial the lesson design, learning instructions and questionnaires before implementing the impact experiment 4.4.2 Impact experiment 4.4.2.1 Preparing the impact experiment 4.4.2.2 Implementing the impact experiment 4.4.2.3 Survey after the impact experiment Post-experiment survey is carried out through task outcomes by pupils in the learning instructions in combination with requesting pupils to make reading comprehension, answer questions and exercise for a new text; 4.4.2.4 The impact experiment outcomes We survey the impact experiment outcomes in plans as intended for the exploratory experiment Experiment outcomes taken at schools as follows: 22 Graph 4.2 Summary of survey outcomes after the impact experiment Survey outcomes after the impact experiment with new text as follows: Graph 4.3 - Summary of survey outcomes after the impact experiment with a new text 4.4.2.5 Judgment on the impact experiment Implementation of the impact experiment has initially achieved reliable outcomes, continuing affirming feasibility of the recommended methods 4.5 GENERAL JUDGMENT ON THE EXPERIMENTS Experiments are carried out on two stages: the exploratory experiment and the impact experiment; on wide enough area and within long enough period in order to evaluate its effect The experiment outcomes contribute to affirming feasibility of recommended methods CONCLUSION AND RECOMMENDATIONS CONCLUSION 1.1 As stipulated in the Resolution No 29/NQ-TW dated 4/11/2013 at the 8th Conference, XI session of the Central Committee of the Communist 23 Party of Vietnam, our education must shift powerfully from knowledge supply to comprehensive development of competence and quality of learners, continue renovating methods of teaching and learning in advanced manner; promote activeness, initiative and creativity and apply knowledge and skills of learners; concentrate on methods of learning and thinking, encourage self-learning and facilitate learners in updating and renovating knowledge, skills and competence development Therefore, the study of competence-based teaching for text reading comprehension at grades and is significant not only in teaching for text reading comprehension in general, but also in indicating various issues for teaching Vietnamese and other subjects at primary schools 1.2 The thesis has summarized viewpoints of some domestic and foreign researchers regarding teaching for reading comprehension as well as competence-based teaching and education for primary school pupils In the reasoning fundamentals, reasoning on teaching for text reading comprehension and competence-based teaching for text reading comprehension are concerned It since then affirms teaching for text reading comprehension for pupils of grades and relies on their natural and social knowledge and fundamental language competence; teaching for text reading comprehension on the basis of text language style is an approach to pupils' competence development 1.3 We have studied reality of teaching and learning for reading comprehension at grades and Results show that besides success there are some existing issues in identifying location, targets as well as establishing programs, content and reality of teaching for text reading comprehension at grades and Especially both teacher and pupils are not exited because any lessons are subject to unified process; content of questions, exercises and incurriculum activities are not diversified; pupils have to drill to read out and have not much time for learning the lesson, etc 1.4 To restrict the aforesaid existing issues, it is to recommend teaching for text reading comprehension through diversified and plentiful actions on the 24 basis of natural and social knowledge and fundamental language competence of pupils as well as style characteristics of text language 1.5 Feasibility of the recommended measures has been affirmed through experiment teaching at eight primary schools in Hanoi and Bac Giang The experiments show that pupils are more excited with plentiful and diversified reading comprehension; they are brave and self-confident to show their opinions and give good feedback of text reaching comprehension Research direction of the thesis is not only for teaching for reading comprehension in Vietnam schools, but also is essential demand for speeding up the process of integrating the Vietnamese research and teaching into trends of developing countries in the world RECOMMENDATIONS For management and professional direction authorities Revisions on targets, names of subjects, syllabus, textbooks, question design for learning lessons, processes of teaching for reading comprehension, inspection and assessment are suggested For teachers We have some recommendations for teachers in terms of planning teaching, instructing pupils to prepare lessons at home, "softening" the process of teaching Reading, using effectively advanced teaching facilities - class space, self-evaluating effect of teaching period - revising teaching plans, promoting creativity of pupils, sharing specialist knowledge with colleagues and calling for participation of pupils' parents THESIS-RELATED PUBLICATIONS Trinh Cam Ly (2011), “Training the reading skill for primary school pupils through grade and grade reading classes", Scientific Magazine of HCMC University of Education, Social Sciences and Humanity, edition No 29(63), July, pages 52-56 Trinh Cam Ly (2011), “Training the expressive reading skill for primary school pupils", Educational Magazine, edition No.269, Part 1, September, pages 31-32-38 Trinh Cam Ly (2011), “Training the text reading comprehension (Reading) skill for pupils of grades and 5", Scientific Magazine of Hanoi Pedagogical University 2, No 16/2011, September, pages 33-40 Trinh Cam Ly (2011), “Some comments on instructing reading for pupils of grade and 5" Scientific Magazine of Hanoi Pedagogical University 2¸Volume 56 No.6, 2011, November, pages 52-59 Trinh Cam Ly (2013), Some comments on teaching Reading for grades and through actual survey, National Scientific Conference themed Teaching Literature at Vietnam Schools, Publishing House of University of Pedagogy, January, pages 619-630 Trinh Cam Ly (2013), “Some comments on building process of teaching Reading at grade in viewpoint of communication", Scientific Magazine of Hanoi Pedagogical University 2¸ No 24, April, pages 86-96 Le Anh Xuan, Nguyen Xuan Thuy, Nguyen Thi Kieu Anh, Trinh Cam Ly, Nguyen Thi Huong Lan (2013), Co-exploring about Truong Sa archipelagos of Vietnam through training Vietnamese at Primary schools, Educational Publishing House of Vietnam Trinh Cam Ly (2014), “Application of group cooperation teaching technique on teaching Reading for pupils of grades and 5, Scientific Magazine of Hanoi Pedagogical University 2¸ No 33, October, pages 133-140 Trinh Cam Ly (2015), “Some skills of text reading comprehension to be trained for pupils of grades and 5", Scientific Magazine of Hanoi Pedagogical University 2¸ Volume 60, No 6, pages 78-84 10 Trinh Cam Ly (2015), “Application of mind-map technique on teaching Reading for pupils of grades and 5", Educational Magazine, No 363, Part (8/2015), pages 32-35 ... background of competence-based teaching for text reading comprehension for pupils of grades and 5. 2 To define the practical background of competence-based teaching for text reading comprehension for pupils. .. on actual reading comprehension teaching for pupils of grades and 2.2.2 Actuality of text reading comprehension teaching for pupils of grades and through observation and summarization of learning... of competence-based teaching for reading comprehension for pupils of grades and - Systemize, explain and classify texts selected as reading comprehension teaching linguistic data for pupils of