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THE MINISTY OF EDUCATION AND TRAINING HANOI PEDAGOGICAL UNIVERSITY NGUYEN THI HUONG GIANG USING PICTURE STORIES TO DEVELOP TEXT-WITH- PICTURE READING COMPREHENSION COMPETENCE FOR STUDENTS IN GRADES 1& Major: Pedagogy Code: 14 01 01 SUMMARY OF PEDAGOGY DOCTORAL THESIS Hanoi 2020 The thesis was completed at Hanoi Pedagogical University Supervisors: Assoc Prof PhD Nguyen Thi Hanh Assoc Prof PhD Bui Minh Duc Reviewer 1: ……………………………………… Reviewer 2: ……………………………………… Reviewer 3: ……………………………………… The thesis is going to be defended at the University Dissertation Committee in time… date …… It can be found at: - Vietnam National Library - Hanoi Pedagogical University Library INTRODUCTION Rationale of the study 1.1 Teaching competence development is a trend in the world as well as in Vietnam One of the competences that students of all levels, especially elementary school students need to acquire is language competence (i.e listening, speaking, reading and writing) 1.2 According to the General Education Program, Literature subject presents issues of reading different kinds of texts including modal texts, (texts with one expression channel, mainly language channel) and multimodal texts (texts with a combination of two or more expression channels) Therefore, reading comprehension development not only refers to modal texts but also in multimodal ones 1.3 Texts with pictures are one form of multimodal texts because it has a coordination of two expression channels i.e language channel and picture channel Thus, picture stories are also considered as texts with pictures for the reason that they contain both language channel (transcripts) and picture channel (pictures) 1.4 Pictures accompanied by transcripts make texts meaningful, so picture stories are more comprehensible than stories with words only Sometimes, we can understand the content and the meaning of a picture story just by looking at the pictures Thanks to this character, story pictures are suitable for teaching reading comprehension for students in grades and 1.5 Based on the need of teaching theoretical development and educational reform reality, the study on “Using picture stories to develop text-with-picture reading comprehension for students in grades 1&2” is chosen to be the Ph.D thesis Purposes of the study The study aims at suggesting measures using picture stories to develop text-with- picture reading comprehension competence students in grades 1& in Vietnamese, making contribution to fulfilling the objectives of using picture stories to develop text-with- picture reading comprehension for students in grades 1& in particular and for primary school students in general Object, subject and scope of the study 3.1 Object of the study: Vietnamese teaching process in grades & 3.2 Subject of the study: The object of the study is the teaching to develop text-with-picture reading comprehension competence for students in grades and by using picture stories in teaching Vietnamese 3.3 Scope of the study: - The content is limited to measures using texts with pictures to develop text-with-picture reading comprehension competence in Vietnamese in grades & - The survey was implemented at elementary schools in Hanoi, Thai Binh, Vinh Phuc, Bac Giang and Kien Giang - Scientific experiments were conducted at Nghia Dung Elementary School, Dong Da District, Hanoi City; Canh Thuy Elementary school, Canh Thuy Commune, Yen Dung District, Bac Giang Province; Dong Viet Elementary school, Dong Viet Commune, Yen Dung District, Bac Giang Province; Minh Quang Elementary school, Minh Quang Commune, Vu Thu District, Thai Binh Province Scientific hypothesis: Finding teaching methods of teaching reading comprehension using texts with pictures for lower school students requires concerns and deep researches in order to help students, particularly students in grades 1& to acquire text-with- picture reading comprehension competence Once the required level of textwith-picture reading comprehension competence is identified, picture stories are selected and designed as suitable reading materials, using questions, exercises and activities for teaching texts with pictures to improve reading comprehension competence for students in grades 1&2, organizing extensive reading to develop text-with-picture reading comprehension competence for students in grades 1&2 through picture stories Tasks of the study Identifying the rationale of using picture stories to develop text-with-picture reading comprehension competence for students in grades 1&2; evaluating the reality of using picture stories to develop text-with-picture reading comprehension competence for students in grades 1& in several elementary schools; suggesting some measures using picture stories to develop text-with-picture reading comprehension competence for students in grades 1&2 in Vietnamese; organizing pedagogical experiments to evaluate the study results Methodology and research methods: Theoretical research method; practical research method; specialist research method Scientific Arguments of the study: 7.1 Texts with pictures are one kind of multimodal texts which present contents and meanings through two expression channels i.e language channel and picture channel Picture stories are one kinds of texts with pictures suitable for teaching reading comprehension for students in grades 1&2 Therefore, using picture stories to develop text-with-picture reading comprehension competence for students in grades 1&2 needs further research 7.2 Some measures are suggested as followings: identifying the required level, selecting and designing picture stories, using questions and exercises to develop reading comprehension competence for students in grades 1&2; applying teaching methods, teaching techniques and methods of evaluating text-with-picture reading comprehension competence for students in grades 1&2; organizing extensive reading to develop text-with-picture reading comprehension competence for students in grades 1&2 through picture stories 7.3 Developing text-with-picture reading comprehension competence improves primary school students’ academic performances and their reading comprehension competences, particularly students in grades 1&2 Contributions of the study: - The thesis systematized theoretical knowledge about competence, reading comprehension competence and teaching textwith-picture reading comprehension - The thesis discussed text-with-picture reading comprehension through two expression channels i.e language channel and picture channel - The thesis explored teaching experiences about text-withpicture reading comprehension in Viet Nam and some countries in the world - The thesis suggested some measures using picture stories to improve text- with- picture reading comprehension for students in grades 1&2: Identifying the required level, selecting and designing picture stories, using questions and exercises to develop text- withpicture reading comprehension competence for students in grades 1&2; Applying teaching methods, teaching techniques and methods of evaluating text-with-picture reading comprehension competence for students in grades 1&2; Organizing extensive reading to develop text- with- picture reading comprehension competence for students in grades 1&2 through picture stories CHAPTER 1: LITERATURE REVIEW OF USING PICTURE STORIES TO DEVELOP TEXT- WITH- PICTURE READING COMPREHENSION FOR STUDENTS IN GRADES 1&2 1.1 Review of related literature 1.1.1 Studies on competences and competence development for elementary school students Competences are defined in different ways The studies of F E Weinert, 2001; Denyse Tremblay, 2002; Erpenbeck, John, 2002 stated that competences were associated with applying knowledge, skills, and attitudes in solving social problems In Vietnam, scientific papers on competences by Dang Thanh Hung, Bui Manh Hung, Do Ngoc Thong, Le Phuong Nga, Nguyen Thi Hanh defined competences as well as competence structures, and thereby applied them in teaching competence development for students of all levels ranging from elementary to high school, university and postgraduate 1.1.2 Studies on reading comprehension and developing text- withpicture reading comprehension competence for lower school students Studies by Paris & Hamilton, 2009; Adam, 1990; Sweet & Snow, 2002; Anderson & Pearson, 1984; Afflerbach, 1990; Meneghetti, Carretti & De Beni, 2006; Rumelhart, 1994 paid attention to reading activity factors including texts, readers and interactive relationships aiming at creating meanings from texts According to Pearson, 2009, reading comprehension lay in the intersection among readers, texts and contexts The dissertation’s basis to evaluate text-with- picture reading comprehension competence is based on the Early Grade Reading Assessment, and PISA 2009, which evaluates reading comprehension according to main characteristics: contexts, texts and aspects In Vietnam, reading comprehension is considered in various aspects Reading comprehension can be considered as an action, a skill or a competence We found out that the studies on competences focused on main directions: Direction 1: Referring to teaching experiences in abroad universities to find out directions for teaching reading comprehension development in Vietnam Outstanding studies were by Nguyen Thuy Hong, Do Ngoc Thong, Bui Manh Hung, Nguyen Thi Hong Nam, Pham Thi Thu Hien These studies brought about comparative views to find out advantages of teaching reading comprehension in foreign countries to apply in teaching reading comprehension for students in grades 1&2 in Vietnam Direction 2: Developing and outlining Literature and Vietnamese programs in Vietnam, concentrating on developing linguistic skills (listening, speaking, reading and writing), especially reading comprehension These studies gave out specific results closer to ours Outstanding studies were by Le Phuong Nga, Bui Manh Hung, Nguyen Thi Hanh and Pham Thi Thu Huong Studies on developing text- with- picture reading comprehension competence for lower school students in the world: The studies confirm the importance of texts with pictures in developing reading comprehension for children Pichchert & Elam, 1985 suggest that texts with pictures can develop ideas and the combination of images and languages can build background knowledge (Pikuski, 2010) Some studies claim that children choose reading materials because of pictures (Amsden, 1960; Brookshire, Scharff & Moses, 2002; Goldstone, 2001; Mohr, 2003 &2006; Reutzel & Gali, 1997; Weiss, 1982) It’s pictures that attract readers’ attention and it’s the reason for which they choose reading materials Fang (1996) also shows that images can encourage and motivate children’s love for books, and express familiar experiences easily Studies on developing text- with- picture reading comprehension competence for lower school students in Vietnam: In recent studies, pictures are considered as a teaching content A typical study is by Nguyen Thi Hanh Presenting reading texts in “Core revision contents to develop reading and observing at elementary school”, Nguyen Thi Hanh (2016) states that reading texts are expressed in both written texts and image channel including images, diagrams, charts 1.1.3 Studies on developing students’ text- with- picture reading comprehension competence through picture stories Picture stories are defined in various studies in the world, and they are confirmed to play an important role in teaching, especially language skills (listening, speaking, reading and writing) for students to learn their native languages and foreign languages Ali MERC, 2013; Amy Baker, 2011, Wright & Sherman, 1994; Wright & Sherman, 1996; Williams, 1995; Liu, J 2004; Winda Apriani, Machdalena Vianty, Bambang A.L Csabay, 2006; Grant, 2010; Krashen, 2008; Mic Vicker, 2005; Ali MERC, 2013; Lynly L, 2016…) In Vietnam, this issue has not been researched deeply Recently, the authors Nguyen Thuy Hong, Nguyen Thi Hanh, Bui Manh Hung, Nguyen Minh Thuyet also mentioned using picture stories in teaching, especially teaching reading comprehension The common characteristics of the authors’ studies are to recommend using picture stories in teaching reading comprehension at lower schools, aiming to develop students’ reading comprehension competence including text- with- picture reading comprehension competence 1.2 Text with images 1.2.1 Conception 1.2.1.1 Texts: In this dissertation, we are consistent with the understanding and the text division by Nguyen Thi Hong Nam because they express fully the characteristics of modern texts: Texts are language products (spoken or written forms) and products of languages and other symbols 1.2.1.2 Pictures: There are many definitions about pictures; however, we only refer to still pictures including photographs, drawings, illustrations and other two- dimensional graphics 1.2.1.3 Texts with pictures: Texts with pictures are texts with a close coordination between picture channel (pictures) and text channels (text) to make the texts meaning during the text creating and receiving process 1.2.2 Characteristics of texts with pictures 1.2.2.1 Characteristics of text creating and receiving process: Texts with pictures are approached in a non-linear way, emphasizing the role of spatial factors; texts with pictures are controlled by both language and image components; texts with pictures have more flexible objects and time than texts with words only Texts with pictures are more likely to be specified and designed more sophisticatedly 1.2.2.2 Components of texts with pictures: Len Unsworth supposes that the combination between pictures and texts creates a metalanguage It is possible to apply Halliday’s theory of system functional grammar (mostly speech grammar), Kress and Van Leeuwen’s theory of visual grammar (mainly description of image meanings) to understand texts with images According to Halliday, there are language metafunctions i.e ideational function, interpersonal function and textual functions Kress and Van Leeuwen further develop the theory of three meaning sources i.e ideational meaning (expression meaning), interpersonal meaning and compositional meaning Len Unsworth continued to work on image- language interaction in metalanguage The interaction between words and images create new meanings i.e ideal meaning, interpersonal meaning and compositional meaning * Ideal meaning is based on the speech- image relationship That is the consistence between words and images in which images are illustrated for speech, and speech is connected to words * Interpersonal meaning: According to Halliday’s theory of system functional grammar, interpersonal meaning is limited to truth comments and linguistic expressions such as the certainty and probability degree (perhaps, of course, possible, certainly), or frequency (sometimes, often, always) Len Unsworth explores interpersonal meaning of images based on visual design grammar by Kress and Van Leeuwen * Compositional meaning: Compositional meaning is related to the way in which compositional characteristics of images are arranged so that expression meaning and interpersonal meaning are united 10 We recommend, select and design several picture stories as reading materials in teaching reading comprehension for students in grades 1&2 Students are supposed to explore details about characters, appearances, postures, emotions, and attitudes, etc through both text and image channels 1.5.3 Methods to develop text- with- picture reading comprehension competence for students in grades 1&2 Paying attention to picture channel in texts, teachers should use various visual teaching methods to guide students to observe images to find out details, characters and compositions in images, associating images with words to understand text contents and meanings Besides, teachers can come up with other suitable teaching methods in accordance with classroom situations 1.5.4 Evaluating first and second graders’ text- with- picture reading comprehension competence According to development levels of text- with- picture reading comprehension competence, it can be seen that evaluating text- with- picture reading comprehension is to determine capacities each student needs to acquire then establish teaching plans reasonably to increase students’ competence Therefore, in order to assess first and second grader’s text- with- picture reading comprehension competence, it is necessary to determine levels of text- with- picture reading comprehension and lay out the competence development route for elementary school students 1.6 First and second graders’ characteristics in developing textwith- picture reading comprehension competence through picture stories 1.6.1 First and second graders’ imagination and creation 1.6.2 First and second graders’ visual thinking CHAPTER 2: THE REAL STATUS OF DEVELOPING TEXTWITH- PICTURE READING COMPREHENSION COMPETENCE FOR STUDENTS IN GRADES &2 THROUGH PICTURE STORIES 11 2.1 Develop text- with- picture reading comprehension competence for students in grades 1& in the world In some countries such as America, Australia, it is essential to teach reading comprehension competence for students in grades 1&2, especially using texts with pictures 2.1.1 Teaching objectives Objectives of developing text- with- picture reading comprehension competence are expressed firstly in the Education Program The American Common Core State Standard shows the specific reading comprehension standards for students from nursery school to grade including literature text reading comprehension standards, information text reading comprehension standards In literature text reading comprehension standards, the program also mentions texts with images In the Australian Curriculum, reading comprehension competence for first and second graders also includes text- withpicture reading comprehension 2.1.2 Teaching contents and teaching methods In some countries, teaching contents and teaching methods are paid plenty of attention to with a view to developing text- withimage reading comprehension competence for students in grades 1&2 In America, reading topics in grade are familiar with students’ real life Teaching methods are also diverse, flexible and fascinating focusing on self- study capacity Teaching methods especially concentrate on motivating games, turning learning hours to game- playing hours In Australia, teachers put a lot of efforts to elicit pictures in texts as well as connecting information with each student’s experience 2.1.3 Evaluating reading comprehension results In Australia, evaluating language competences including text- with- image reading comprehension competence is divided into 12 levels: below satisfactory, satisfactory, and above satisfactory Students are required to the same reading comprehension activity, write down what they perceive, then their assignment results are categorized into levels 2.2 Surveying the real status of using picture stories to develop text- with- picture reading comprehension competence for students in grades 1&2 2.2.1 Objectives, scopes of the survey 2.2.2 Contents of the survey 2.2.3 Methodology and techniques 2.2.4 Results of the survey 2.2.4.1 Results of surveying teachers: The results show that teachers already get access to the new curriculum and new textbooks in elementary schools, but they not have an overview of objectives, contents, evaluation and assessment of the new curriculum and new textbooks In terms of texts with pictures, many teachers consider them as illustrations not teaching contents Many of them not have correct objectives of text- with- picture reading comprehension teaching that aims at developing reading comprehension competence 2.2.4.2 Results of surveying students The results show that most students prefer to read text with pictures, picture stories and they are more interested in reading materials containing both pictures and texts 2.2.5 General reviews on the real status of developing text- withpicture reading comprehension competence for students in grades 1& Teacher’s awareness about the curriculum and textbook innovation is limited Their concepts about texts with pictures, characteristics of texts with pictures, specific objectives of teaching reading comprehension using texts with pictures are correct but not enough and comprehensive Having surveyed students in grades 13 1&2, we find out that they are attracted to reading stories especially picture stories They also find texts with images interesting According to the survey, teaching formats are quite various namely classroom study or group study However, in terms of the conducted teaching techniques, many teachers claim to apply only familiar and easy teaching techniques such as questioning, positive writing but hardly or never use effective teaching techniques like role play or KWL CHAPTER 3: MEASURES TO USE PICTURE BOOKS TO DEVELOP TEXT- WITH- PICTURE READING COMPREHENSION COMPETENCE FOR STUDENTS IN GRADES 1&2 3.1 Principles of measures using picture stories to develop textwith- picture reading comprehension competence for grades 1&2 3.1.1 Principles to ensure the goal of developing text- with- picture reading comprehension competence for grades 1&2 3.1.2 Principles focuses on the harmonious combination between text channel and picture channel of text- with- picture 3.1.3 Principles to ensure is suitable for students in grades and 3.1.4 Principles ensure conformity with educational reality 3.2 Measures using picture stories to develop text- with- picture reading comprehension competence for grades 1&2 3.2.1 Determining the required levels of text- with- picture reading comprehension competence for students in grades 1&2 a Approaches to determine the required levels: competence analyzing approach, standard reading comprehension approach b Stages to establish the required levels of text- with- picture reading comprehension competence Stage 1: Determine definitions of text- with- picture reading comprehension competence for lower school students (Text- withpicture reading comprehension competence for lower school students is defined as a text perceiving ability, an activity in which students learn to read texts and images with a view to processing text 14 information on numerous purposes in social life, individual learning and community; Stage 2: Determine compositions of text- withpicture reading comprehension for lower school students (Compositions consist of text and image contents; understanding text formats in words and pictures; associating, comparing, applying and extensive reading); Stage 3: Determine behavioral indicators of textwith- picture reading comprehension competence for elementary school students; Stage 4: Establishing standard criteria; Stage 5: Experimental measurements of elementary school students’ behavioral indicators to determine the competence development route and the required levels 3.2.2 Selecting, designing picture stories to develop text- withpicture reading comprehension competence for students in grades 1&2 During the designing process, picture, words and the pictureword connection should be taken into considerations - Words of stories: story contents must be suitable for students in grades 1&2 such as familiar topics, simple and close characters; interesting plots; educational meanings; natural vocabulary without abstract words; simple grammar structures with simple sentences of about 10 words In terms of length, stories can contain from 80-100 words for 1st graders and 150 words for 2nd graders In this dissertation, picture stories are introduced, of which are taught for students in grade and for students in grade (Appendix) - Pictures: Pictures must be clear, obvious and suitable for situations, characters; meanings must be correct and easy enough for students in grades 1&2 to understand; especially educational and aesthetic meanings need paying great attention to Pictures must be expressed in meanings (i.e expression meaning, interpersonal meaning and compositional meaning) - Paying attention to word-picture connection: in order to facilitate the word-picture interaction, the following requirements should be considered: large and clear words, lowercase font words, 15 familiar fonts, a close word- picture connection Therefore, students know how to read texts with pictures in aspects of ideal, interpersonal and compositional meanings 3.2.3 Using questions and exercises to develop text- with- picture reading comprehension competence for students in grades 1&2 * Pre-reading questions and exercises + Guessing text meaning based on pictures and words: while designing questions and exercises for students to guess the text meaning based on images and words, pay attention to text titles (story names), text designs, and images because these factors impress readers initially (What you see? What is the story about? What will happen in the story? What will happen to the characters?) + Questions and exercises for skimming reading skills: teachers can guide students to answer following questions: Where did the story happen? How many pictures are there in the story? Write down one sentence about one picture in the text? * While- reading questions and exercises: + Questions and exercises for expressional meanings: based on the word-image consistent relationship, teachers can instruct students to answer questions (Describe how the character feels in picture 3; What you know through picture 2? Which picture you like best? Who you like best in the story?) In terms of the word-picture connection, following questions can be used: Which character is most clearly shown in the picture? Why? Which picture is mentioned in the text? + Questions for interpersonal meanings: interpersonal meanings consist of interactive and evaluative meanings Interactive meanings refer to the role of interactive individuals in giving information Evaluative meanings refer to the resonance between images and words Following questions can be used: Which picture expresses the character’s fear best? Choose the correct answer about the character 16 + Questions for compositional meanings: following questions can be used: - In which order is the text arranged in the following story extract? (“Wolf and Squirrel”, “the Story about Water Drop”) a Top down b Left to right - Which animals are there in the picture 2? What are they doing? (“Wolf and Squirrel”, “ The cat’s clothes”) + Comparison and association questions + Questions related to personal experiences and applying text ideas in solving social problems Following exercises can be used for post- reading activities: What does Linh’s story remind you of? (“Two Friends” story); What did you to help your friends when he/she was ill? (“Two Friends” story); Which character you like most in the story? Can you draw the character? (“Wolf and Squirrel”) 3.2.4 Applying positive teaching methods and techniques, assessment methods to evaluate text- with- picture reading comprehension competence for students in grades 1&2 a Applying positive teaching methods and techniques + Small –group cooperative techniques - KWL technique is the teaching technique that combines what students already know, what they want to know and what they learn after the lesson The dissertation gives examples in which students are required to fill in in a KWL study form while they learn “Wolf and Squirrel” or “the Story about Water Drop” - Question making techniques: teachers bring up questions for students or students ask questions to receive knowledge, skills, competence and personality development For example, teachers instruct students to understand and perform following tasks: “How does Linh feel when Trang is absent from class in picture 2?”, teachers can give simpler questions like: “Who is she in the picture?” 17 Why is she so sad? What you think she is thinking about?” Then, students will come to the question “How does Linh feel when Trang is absent from class?” + Educational game techniques Take “the Story about Water Drop” for example Draw a diagram which illustrates how water drop is formed from these given pictures: Teachers can organize diagram- drawing games in following steps: Steps 1: teachers introduce the aim of the game that is to help students understand how water drop is formed The game name is “Who draws diagrams fastest?”’; Step 2: Teachers instruct students how to play the game; Step 3: Groups take part in the game, teachers go round to provide help if necessary; Step 4: Groups hang their diagrams on the board Teachers and the whole class give feedbacks and comments Teachers summarize the lesson content + Role play techniques: While teaching the story “the Story about Water Drop’” teachers guides students to following tasks: “Let’s role play Miss Wind, Ms Pink Cloud, Ms Rain and Mr Sun and say aloud your explanation” Teachers divide the class into or4 groups, and assign role play in each group Groups discuss, assign role play and read their transcripts While students are performing their role play, teachers can interview Miss Wind (Ms Pink Cloud, Ms Rain or Mr Sun) Finally, teachers give feedbacks on students’ role play and help students understand the meaning of role play b Determining assessment methods: Determine assessment purposes and required levels for first and second graders’ text- withpicture reading comprehension competence; designing assessment tools (designing test matrix, compiling tests based on the matrix); Sampling evaluation tools, evaluating all students and giving results 18 3.2.5 Organizing extensive reading to enhance first and second graders’ text- with- picture reading comprehension competence - Setting up class bookcases and ensure the numbers of books inside - Instruct students to read texts with pictures inside and outside classroom (at home or in the library): guide students how to read books, write down reading diaries, and use reading coupons and share effects of reading books in a club CHAPTER 4: PEDOGOGICAL EXPERIMENTS 4.1 Pedagogical experiment procedure 4.1.1 Objectives, scales, objects and experimental areas Experiments were carried out in classes of grade 1, classes of grade with 76 control samples of grade 1, 73 experimental samples of grade 1; 67 control samples of grade and 67 experimental samples of grade Two experimental schools were Nghia Dung Elementary School, Ba Dinh District, Hanoi and Canh Thuy Elemetary School, Yen Dung District, Bac Giang province 4.1.2 Experiment contents The main experimental contents were selected as follows: some reading comprehension lessons using texts with pictures in Vietnamese 1&2; some measures using picture stories to develop text- with- picture reading comprehension ability for students in grades 1&2 The experiment was conducted in the second term of school year 2017-2018 a Surveying experiments: Two Friends (Grade 1); the Legend of Sword Lake (Grade 2); b Action experiments: Little Sparrow and Queen’s Flower (Grade 1); the Cat’s Clothes (Grade 1); Wolf and Squirrel (Grade 1); the Story about Water Drop (Grade); c Experimental measures: Selecting picture stories, desiging questions and exercies, applying teaching techniques and methods in teaching text- with- picture reading comprehension competence for students in grades 1&2; Determining assessment methods 4.1.3 Methodology and techniquess 19 - Experimental methodology as follows: observation, product research and interviews - Evaluating criteria were students’ academic results Measurement tools were tests 10 point scales were applied We divided students’ results according to following levels: Excellent (mark 9-10); Good (mark 7-8); Average (mark 5-6); Weak (mark 34); Poor (mark 1-2) - Text- with- picture reading comprehension competence assessment scale for students in grades 1&2 is built based on the required levels (as in Chapter 3), including levels as follows: No Competence Level Points Assessment Level (M1) 0-4 Below required level Level (M2) 5-8 Required level Level (M3) 9-10 Over required level - Data processing methods: data were processed in statistical methods; in qualitative terms, analyzing test quality then comparing with the required levels about text- with- picture reading comprehension competence for students in grades 1&2 to confirm the feasibility and effectiveness of proposed measures - Implementing the experiments through stages: discuss with experimental school managers, stating objectives, requirements; selecting teachers, control and experimental classes; evaluating qualities of control and experimental classes before the experiment; selecting control and experimental samples; surveying students before the experiment through test results; fostering experimental teachers 4.2 Experiment date analyzing Most experimental teachers performed lessons well In terms of issues related to using picture stories to develop text- with- picture reading comprehension competence, all experimental classes had dramatic changes compared to control classes Students’ awareness and competence in experimental classes were higher than in control 20 classes, with many excellent levels, and over required levels in experimental classes In grades 1&2, students’ results in experimental classes expressed whether they understood texts with pictures or not Experimental students’ progress in grades 1&2 indicated initial efficiency of text- with- picture reading comprehension competence 4.3 General experiment reviews 4.3.1 In terms of appropriateness of measures using picture stories to develop text- with- picture reading comprehension competence for students in grades 1&2 The experiment results showed that proposed measures were suitable for experimental students in grades 1&2 in particular and for all first and second graders in general 4.3.2 In terms of impacts of measures using picture stories to develop text- with- picture reading comprehension competence for students in grades 1&2 Improvement in experimental students’ academic performance after the experiment showed initial impacts of using picture stories to develop text- with- picture reading comprehension competence students in grades 1&2 CONCLUSIONS AND RECOMMENDATIONS Conclusions 1.1 We have an overview of competences, reading comprehension, text- with- picture reading comprehension competence and picture stories from the studies on competences, reading comprehension, and picture texts We define suitable concepts of competences, reading comprehension competence, textwith- picture reading comprehension competence, picture stories for the research; study psychological characteristics of students in grades 1&2 in text- with- picture reading comprehension Then we build the topic theoretical frame: theory about texts with images, teaching reading comprehension using texts with pictures, objectives, 21 contents, methodology and assessment methods for students in grades 1&2 1.2 Worldwide experiences about teaching text- withpicture reading comprehension especially in America and Australia, include various aspects i.e objectives, contents, methods, teaching formats, reading comprehension competence testing and assessment We found out the appropriate application when applying in the practical teaching of competence development, especially in teaching text- with- picture reading comprehension competence in Vietnam 1.3 From the achieved results, we see that it is necessary to adjust contents, methods, testing and assessment methods of reading comprehension in general and text- with- picture reading comprehension in particular Surveying the real situation of developing text- with- picture reading comprehension competence for students in grades 1&2, we find it essential to raise teachers’ awareness about the curriculum and textbook innovation at elementary schools as well as improving competences including textwith- picture reading comprehension competence Besides, it is advisable to establish tools and techniques to help teachers in teaching picture texts and instruct them to make good use of these tools and techniques 1.4 Based on the theoretical and practical basis, the thesis proposed a number of measures using picture stories to develop textwith- picture reading comprehension competence for students: determining required levels, selecting picture stories, designing reading comprehension questions and exercises using picture texts for students in grades 1&2, applying positive teaching methods and techniques and assessment methods, organizing extensive reading to develop text- with- picture reading comprehension competence through picture stories for students in grades 1&2 Stages to determine the required levels of text- with- picture reading comprehension competence for students in grades 1&2: determining definitions of text- with- picture reading comprehension 22 competence for lower school students; determining compositions of text- with- picture reading comprehension for lower school students; determining behavioral indicators of text- with- picture reading comprehension competence; establishing standard requirements; doing experimental measurements of elementary school students’ behavioral indicators to determine the competence development route and the required levels Picture stories for text- with- picture reading comprehension for students in grades 1&2 need to meet requirements about texts and images, paying attention to the word-image connection so that students will understand expressional meaning, interpersonal meaning and compositional meaning In this dissertation, we designed picture stories, of which for grade and for grade Pre, while and post- reading questions also require great attention (questions for expressional meaning, interpersonal meaning and compositional meaning) In terms of teaching methods and techniques suitable for text- with- picture reading comprehension for grades 1&2, we proposed measures and teaching techniques such as small group work, games, role play, etc The introduction of assessment standards and assessment tools for text- with- picture reading comprehension competence intend to instruct teachers know how to measure textwith- picture reading comprehension for students in grades 1&2 with a view to adjusting the teaching process when using picture stories to teach text- with- picture reading comprehension Organizing extensive reading to enhance text- with- picture reading comprehension capacity for students in grades 1&2 aims at overcoming the absence of text- with- picture reading comprehension lessons in the current curriculum Surveyed students confirmed that they were more interested in lessons with pictures and texts, and they prefer to read picture stories 1.5 Experimental results illustrate the feasibility of recommended measures The summary table shows that experimental 23 students’ cognitive and competence levels are higher than controlled ones with more excellent, over standard levels Besides, suggested measures were suitable for teachers and students Students were more fascinated by picture texts, and teachers could organize various interesting activities using picture texts Furthermore, proposed measures also had an influence on students’ academic results and their development for picture text reading comprehension competence in grades 1&2 The results proved the accuracy of the scientific hypothesis The application of texts with pictures to enhance students’ reading comprehension ability through picture stories in grades 1&2 initially brought about efficiency, contributing to improving the quality of teaching and learning picture texts for elementary students, especially students in grades 1&2 Recommendations 2.1 Curriculum and textbook designers should add texts with pictures, especially picture stories to the new elementary textbooks so that lower school students, particularly students in grades 1&2 can improve their text- with- picture reading comprehension competence It is advisable for the subject of Vietnamese to include texts with pictures in reading lessons in order for students to be familiar with this kind of texts and to develop their text- with- picture reading comprehension competence 2.2 Primary schools should provide assistance so that teachers can develop their consciousness of the new curriculum and textbooks, the application of positive teaching and learning methods and techniques into teaching reading comprehension skill especially using texts with pictures 2.3 Primary teachers should raise their awareness of picture texts as well as approaches to this kind of texts so that they can provide help for their students in becoming familiar and perceiving multimodal texts in life 24 2.4 Schools, families and social organizations should help primary school students to be exposed to texts with pictures and multimodal texts through lessons in class, in the library or in the bookcase in order to raise their consciousness of information expression through text and image channels, then they can understand all kinds of modern multimodal texts Thesis-related publications: [1] Nguyen Thi Huong Giang (2015), Using picture stories to develop reading comprehension competence in Vietnamese for students in grade 3, Vietnam Journal of Education, Vol 117, June- 2015, ISSN 0868-3662 [2] Nguyen Thi Huong Giang (2017), Developing reading comprehension competence for students in grades 1&2 in Australia, Vietnam Journal of Education and Society, Vol.79(140) October-2017, ISSN 1859- 3917 [3] Nguyen Thi Huong Giang (2018), Designing picture stories for teaching text- with- picture reading comprehension competence for students in grades 1&2, Vietnam Journal of Education and Society, Vol 91 (153) November- 2018, ISSN 1859-3917 [4] Nguyen Thi Huong Giang (2018), Determining the required levels of text- with- picture reading comprehension competence for students in grades 1&2, Journal of Education and Society, Vol 92 (154) December-2018, ISSN 1859-3917 ... levels 2. 2 Surveying the real status of using picture stories to develop text- with- picture reading comprehension competence for students in grades 1 &2 2 .2. 1 Objectives, scopes of the survey 2. 2 .2. .. knowledge (Pikuski, 20 10) Some studies claim that children choose reading materials because of pictures (Amsden, 1960; Brookshire, Scharff & Moses, 20 02; Goldstone, 20 01; Mohr, 20 03 &20 06; Reutzel... MERC, 20 13; Amy Baker, 20 11, Wright & Sherman, 1994; Wright & Sherman, 1996; Williams, 1995; Liu, J 20 04; Winda Apriani, Machdalena Vianty, Bambang A.L Csabay, 20 06; Grant, 20 10; Krashen, 20 08;