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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION THACH THI LAN ANH TEACHING READING COMPREHENSION FOR GRADE STUDENTS IN THE PHASE OF PHONIC LEARNING IN THE DIRECTION OF LEARNERS’ CAPACITY DEVELOPMENT Specialization: Theory and Teaching Methodology of Literature and Vietnamese Code: 9.14.01.11 DOTORIAL DISSERTATION OF EDUCATIONAL SCIENCE HA NOI – 2020 The work is completed at: HANOI NATIONAL UNIVERSITY OF EDUCATION Supervisor: Professor, Doctor Le Phuong Nga Reviewer 1: Asso.Prof Nguyen Tri - Ministry of Education and Training Reviewer 2: Asso.Prof Nguyen Thi Hanh - TheVietnam National Institute of Educational Sciences Reviewer 3: Asso.Prof Nguyen Quang Ninh - Hanoi National University of Education The dissertation will be defended at the Doctoral Thesis Examining Board of Hanoi National University of Education at … hour … date … month… year… The thesis can be seen at: - Library of Hanoi National University of Education INTRODUCTION Rationale of the study 1.1 Reading comprehension is a vital capabilitywith its decisisve role in learning process for grade students The basic task of the Vietnamese subject at primary schools is to form students’ language capacity By mastering Vietnamese, students can study other subjects better 1.2 Teaching reading comprehension in the capacity approach for students is the issue being paid full attetion in the primary schools education program worldwide By researching some programs of teaching the mother tounge of Japan, France, Australia, Crech Republish, England, America, we see that the development of RC capacity for students is paid special attention The biggest aim of teaching RC in many other countries is for students to comprehend the materials both in terms of texts (conneted, disconnected, mixed) and digitals RC capacity is emphasized in the field of taking action, which students are able to apply what they study in addressing the basic issues in their daily life 1.3 Teaching RC for students according to the capacity approach is an urgent requirement for renewing education in Vietnam In order to implement the aim of complete and thorough innovation of vietnam education, the solution emphasized in Resolution 29 as follow: “Further great and synchronous innovation of education and traing’s basic factors in the orientation of appriciating learners’ quality and capacity” Accordingly, the 2018 overall secondary schools education program puts forward the requirement for forming and developing for students with such qualites as patriots, love of human beings, studiousness, honesty, responsibility along with the core cabapilities, which are general and specialized ones The ultimate aims are to develop students’ ability to take action, self-study ability and sense of longlife learning, the ability to adjust to the changes in the context of globalization and the new industrial revolution The secondary shcools education program of Literature subject 2018 is built on the view “the communicative skills (reading, writing, speaking and listening) will be the main foundations throughout three stages of studying so as to meet the demand of the capacity-based program and the unanimous and thorough features in every grade/stage” It can be confirmed that teaching in the capacity approach is a key issue in renewing teaching methodology in Vietnam currently 1.4 The current situation of teaching RC for grade students in the capacity approach reveals several limitations Vietnam has participated in some international assessment contests related to RC: PASEC, PISA, SEA-PLM, EGRA, etc and has gained significant achievements However, the results of Vietnamese students are not high According to the reports of the Ministry of Education and Training - the schools education quality assurance program (SEQAP) shows that the result of reading skill of Vietnamese students of grade and grade in 5/2014 is not as good as that of other countries This means Vietnamese students of grade and grade taking part in the survey have inefficient reading skill Of which, two difficult skills are reading aloud and reading comprehension Students of grade have the lowest marks in terms of RC The fact shows that it is an urgent requirement to improve the quality of teaching RC for grade students in general, the phase of phonic learning in particular in the capacity approach 1.5 The actual research of teaching RC for grade students in the phase of phonic learning in the orientation of capacity promotion reveals several gaps Teaching RC at primary schools has been dealt with by a number of researchers since the beginning of the 20th century The works by Le Phuong Nga, Nguyen Thi Hanh, Nguyen Minh Thuyet, Hoang Hoa Binh, Hoang Thi Tuyet, Nguyen Tri, etc and other authors show that they make research on teaching RC since grade and focus on grade and grade 5; teaching RC for grade students is addressed but not thoroughly Object and scope of the study 2.1 Object of the study Reading comprehension capacity and development of reading comprehension capacity for grade students in the phase of phonic learning, including the suggested principles and methods of teaching RC for grade students in the phase of phonic learning 2.2 Scope of the study The formation and development of RC capacity for grade students in the phase of phonic learning by making impacts on the teaching process of RC Due to the limited scope, only some certain measures affecting the contents and methods of teaching RC are carried out Other measures affecting the teaching facility and teaching assessment are not addressed in this study Purposes and tasks of the research 3.1 Purposes of the research The dissertation clarifies the theoretical and practical basis affecting the teaching of RC for grade students in the phase of phonic learning in the direction of capacity promotion; proposing some feasible measures for teaching of RC for grade students in the phase of phonic learning in order to improve the efficiency of teaching of RC for grade students in general and for primary schools students in particular 3.2 Tasks of the study Giving an overview of teaching RC texts for grade students according to the capacity approach to indicate and fill in “the gap”; providing the scientific basis for teaching RC texts for grade students in the capacity approach; proposing measures for teaching RC for grade students in their learning spelling period according to capacity development; testing the feasibility of the proposed measures by experiments so as to adjust and better these measures Methodology To obtain the purposes and tasks of the dissertation, the two groups of methodology are used” - Methods of theoretical research Using the methodology in theoretical research from a historical approach, a standardized approach, a systematic approach and an individualized approach, which help us gain a comprehensive perspective on the research problem - Methods of practical research Practical research methods used include: survey methodology, pedagogical observation method, expert consultation method, pedagogical experiment method, quantitative information collection method and qualitative Practical research methods have helped us establish a practical basis as well as test and initially confirm the feasibility of the research problem Scientific hypothesis If this dissertation’s measures of teaching RC for grade students in their learning spelling period are scientifically and appropriately, then the quality of teaching RC for grade students will be improved, confirming that it is reasonable to introduce literacy teaching into Vietnamese teaching for grade students starting from the stage of rhyming learning, contributing to forming and developing RC capacity for primary schools students, achieving the aim of the new program of literature and education renovation which are put forward in the overall secondary schools education program Expected contributions of the dissertation 6.1 In terms of theory The dissertation adds the theory on teaching methodology at primary schools, especially teaching RC for grade students in their learning spelling period 6.2 In terms of practice The dissertation proposes some measures making impacts on the contents and ways of teaching RC to develop RC capacity for grade students in their learning spelling period; the dissertation can be used as references for teachers, researchers and managers to apply in their work, achieving the aim of the subject of Literature 2018 of the secondary schools education program and the country’s education renovation Structure of the study The study consists of Introduction, Conclusion, References, Appendixes and Chapters: Chapter 1: Literature review of teaching reading comprehension in the direction of promoting capacity for secondary schools students Chapter 2: Scientific foundations of teaching reading comprehension for grade students in the phase of phonic learning in the direction of capacity promotion Chapter 3: Principles and methods of teaching reading comprehension for grade students in the direction of capacity promotion Chapter 4: Pedagogical experiments CHAPTER LITERATURE REVIEW OF TEACHING READING COMPREHENSION IN THE DIRECTION OF LEARNERS’ CAPACITY DEVELOPMENT FOR SECONDARY SCHOOLS STUDENTS 1.1 The works on capacity and capacity promotion for secondary schools students 1.1.1 The works on capacity The concept “capacity”, mainly in the field of action-taking capacity, is made up by main components: knowledge, skill and attitude and this concept is dealt with by several well-known authors such as: Gardner, P.D Ashworth and Judy Saxton, David C.MeCleland, Rychen and Salganik, Franz E.Weinert, and many other authors In Vietnam, such authors as Le Phuong Nga, Hoang Hoa Binh, Nguyen Quang, etc have indicated the basic traits of capacity as it is formed and developed in close link with the living and studying conditions; it is built up by taking action – the component of capacity 1.1.2 The works on promoting students’ capacity There are several authors touching upon this matter, typically: Anne Gilleran, Caroline, Lev Vygotsky, Ann S.Masten, J Douglas Coatsworth, ect These authors generalize the development periods of capacity; point out the factors affecting the formation and development of capacity Accordingly, they propose the strategies and patterns to promote capacity Many countries with advanced education systems (England, France, and Korea) have conducted the capacity-based programs and have gained a number of significant achievements In Vietnam, capacity promotion for learners has affirmed its decisive role in education, shown in legal documents and the new secondary education program The authors: Do Ngoc Thong, Do Huong Tra, Luong Viet Thai, etc have pointed out the difference between the capacity-based teaching and the traditional teaching However, in the field of the subject of Vietnamese for primary students, there are few works particularly for grade students This is considered as “the gap” for the thesis to further fill in 1.2 The works on reading comprehension and promotion of reading capacity for students 1.2.1 The works on reading comprehension In terms of reading comprehension, such organizations as: OECD, UNESCO…and authors as: P.David Pearson, Gina, Donna Caccamise and Lynn Snyde…have dealt with the term, the role and the patterns of reading comprehension Of which, the definition of reading comprehension by PISA 2018 has most widely been used currently In Vietnam, there are typical authors such as: Tran Dinh Su, Nguyen Thanh Hung, Le Phuong Nga, Nguyen Thi Hanh, Pham Thi Thu Huong, Nguyen Thi Hong Van, Tran Thi Cam Ly, Nguyen Thi Hong Nam and Duong Thi Hong Hieu In our country, the term RC is closely linked with RC of literary works in the secondary education program As a result, there are some students with good ability of absorbing literary texts but fail to comprehend the texts related to the daily life 1.2.2 The works on promotion of reading capacity for students Dealing with promotion of reading capacity for students, the well-known organizations and authors worldwide such as: Alliance for excellent education, Richard R Day and Jeong-suk P, Jean-Louis Dufays, Paula Ruivo have researched into two kinds of strategy: general and specific They also point out such factors affecting the promotion of reading capacity for students as: background knowledge, the role of reading fluency and the number of vocabulary in reading the texts In Vietnam, teaching reading comprehension has been addressed from different aspects such as: aim, method, measure, exanimation and assessment with the works by the typical authors: Nguyen Thi Hanh, Pham Thi Thu Huong, Hoang Hoa Binh, Le Hong Mai, Dao Thi Hong Hanh, etc 1.3 The works on promotion of reading comprehension for students of primary schools Donald C.Cushenbery, Rouch, Birr, Kemba A N’Namdi, Paula J Clarke, Roland Goigoux, Jane Oakhill, Kate Cain and Carsten Elbro,…have indicated the role of promotion of reading comprehension for students of primary schools, the process of teaching reading comprehension with specific stages, the methodology and the tool for assessment during teaching process Chitra Shegar and S.Ward have sought the portfolio of RC for grade students in a primary school in Singapore with the students’ ability to decode, retell and comprehend and they believed that these can be applied in other contexts An investigation into the contents and requirements for RC of primary schools students in teaching the mother tongue show that the developed countries (America, England, Australia, Crech Republic, Korea) highly appreciate the role of RC for primary schools students Students comprehend the texts not only by words but also by pictures The requirements for RC are specialized in each grade and even in the spelling stage of grade 1, students are taught to comprehend the texts appropriately In Vietnam, Le Phuong Nga identifies areas need addressing to promote capacity: 1/Teaching receiving the texts regarding to the factors of communicative activity and process; 2/Teaching forming the texts regarding to the factors of communicative activity and process; 3/Teaching Vietnamese knowledge according to communicative approach and assessment of the Vietnamese teaching process at primary schools The researchers: Le Phuong Nga, Hoang Thi Tuyet, Nguyen Thi Ly Kha, Nguyen Thi Hanh, etc have indicated the role of teaching RC in the subject learning to read for grade students In order to apply the worldwide experiences in Vietnam, the authors: Nguyen Nhu Diem, Nguyen Thi Than, Nguyen Thi Huong Giang, etc have sought the programs of Japan, America, England, Korea, China and stated the position of promoting RC capacity for primary schools students In summary, there have been an increasing number of works on RC for primary schools students in Vietnam Simultaneously, the researchers pay more attention to the experience of teaching RC in other developed countries so as to get the best to apply in Vietnam However, these works mainly focus on the senior grades of primary schools, whereas the basic foundation of grade is not fully touched upon, especially, the issue of RC for students in the phase of phonic learning Conclusion of Chapter From literature review of teaching RC in the direction of promoting capacity for secondary schools students, we state that the works on teaching RC for primary schools students mainly focus on the two last grades of primary schools, whereas the works on grade are not touched upon, or too general “The gap” of researching teaching RC for grade students in general and teaching for grade students in the phase of phonic learning in particular in the direction of promoting students’ capacity is not paid adequate attention, both in Vietnam and worldwide Therefore, it can be affirmed that there have been no previous works researching this issue thoroughly and systematically It can also be assured that this study is the very first one researching thoroughly the teaching RC for grade students in the phase of phonic learning in the direction of capacity promotion CHAPTER SCIENTIFIC FOUNDATIONS OF TEACHING READING COMPREHENSION FOR GRADE STUDENTS IN THE PHASE OF PHONIC LEARNING IN THE ORIENTATION OF LEARNERS’ CAPACITY PROMOTION 2.1 The theoretical basis for teaching RC for grade students in the phase of phonic learning in the orientation of capacity promotion 2.1.1 Features of Vietnamese syllable Vietnamese is an isolating language with the syllable trait Each sound is always spoken by the connection of syllables 2.1.1.1 The structure of Vietnamese syllable In their textbooks and materials, the linguistics researchers Doan Thien Thuat, Mai Ngoc Chu, Hoang Trong Phien, and Vu Duc Nghieu claim that Vietnamese syllable has two-level structure The components of level one include: rhythm, first syllable and rhyme These three components are linked loosely The components of level two include: second syllable, main syllable and final syllable, which are closely linked 2.1.1.2 The relationship between syllable - letter Like several other languages, Vietnamese syllables are written down by letters Vietnamese script is Vietnamese recorded letters, built up according to the rule of Latin recording Of which, the majority of phonemes are shown by script with one digit, phonemes are shown by connecting letters (ph, th, tr, gi, nh, ng, kh, gh), phoneme is shown by letters (ngh) In Vietnamese script, there are some cases need paying attention when dealing with the syllable – letter relationship: Phoneme / k / - letter “k”, “c”, “q”; phoneme /Ɣ / - letter “gh”; phoneme / ŋ / - letter “ngh”; semi vowel /-ṷ-/ - letter “o”, “u” 2.1.2 Features of consciousness and motivation of grade students 2.1.2.1 Features of grade students’ thinking activity Grade students’ thinking is a specific one, shown by visual observation of things and situations 2.1.2.2 Features of grade students’ imaginative ability Very much like thinking, grade students’ imagination is based firstly on visual objects and then on words 2.1.2.3 Features of grade students’ memory and attention Grade students’ visual memory is better than their word – logic 2.1.2.4 Features of grade students’ interest and emotion Emotion is a vital factor deciding students’ memory Grade students’ emotion does not depend on one specific factor (such as: the story, the picture, the content, etc.), but on any unexpected factors 2.1.3 Features of grade students’ language Language is the key for grade students to the door to knowledge This serves as a favourable condition to build up students’ vocabulary through reading texts: words, sentences, paragraphs and passages However, they only understand literal meanings of words but not figurative or abstract sense of meanings 2.1.4 The theory on integration and integrated teaching The 2018 SSEP defines: “Integrated teaching is an orientation to enable students to fully utilize their knowledge, skills, etc in different fields to effectively deal with any problems in their study and their life, which is implemented right at the process of learning and skills drilling” (p.35) Therefore, teaching RC should be conducted in the syllabus, the textbook, the method of teaching and assessing The implementation of integrated teaching will help students to be proactive and interested in learning, fully develop their maturity and personality Additionally, it helps to build and promote students’ different abilities 2.1.5 The theory of multiple intelligences In 1983, Howard Gardner published the book namely: Frames of Mind – The Theory of Multiple Intelligences) In this book, Gardner claimed that each person born with different intelligences: Language intelligence/speech, Logical intelligence/maths, Visual intelligence/space, Musical intelligence/melody, Physical intelligence/perception, Extrovert intelligence/related factor, Introvert intelligence/personality In 1995, Gardner added the 8th kind of intelligence: natural intelligence In 1999, Gardner provided two more intelligences: Survival intelligence and Moral intelligence These intelligences are not immutable, but they change along with the time, depending on the level of practice and can be reached a reasonable level Therefore, in the classes of multiple intelligences, teachers must be flexible in their teaching methodology, teaching materials, teaching facility, etc so as to fully promote students’ multiple intelligences 2.1.6 The reading capacity of textx comprehension 2.1.6.1 Text reading comprehension * Reading comprehension From different perspectives and definitions, the researchers in Vietnam and worldwide agree that the ultimate aim of RC is for readers to receive the texts In this 3.2.2 Build reading comprehension teaching materials for grade students in the phase of phonic learning to be consistent with the objective of teaching reading out loud 3.2.2.1 Materials and meanings of materials in teaching reading comprehension in the phase of phonic learning in the direction of learner’s capacity development for grade students Materials for Vietnamese subject for grade in the phase of phonic learning are built in accordance with the learning of each syllable, phonics, group of phonics according to the way of thinking of book makers or teachers These materials are short and used to provide knowledge, practice skills, test and evaluate results, stimulating learning and contributing to the formation of qualities for students 3.2.2.2 Build a text system of phonic lessons in line with reading comprehension materials The goal of reading comprehension will dominate the construction of teaching phonics system for students Unlike the current books, right from the section of teaching sounds, the thesis advocates the construction of lessons by sound groups The whole word system is associated with the meaning of things or explicit actions The readings are designed at the level of short sentences or situations of conversations Each sentence or short conversation will convey to students a piece of familiar information with their lives The solution of teaching order of phonics according to the structure, from the absence to the presence of components: phonics of sounds, phonics of sounds is chosen In addition to focusing on phonics with the main sounds as mentioned above, special attention is paid to pairs of ending sounds: n - t, m - p, ng - c, nh - ch in Vietnamese Phonic pairs built with these ending sound pairs make it easy to create words The harmony of sound brings music to words, sentences and applied texts, contributing to enriching vocabulary for students Phonic sessions can be started by teaching pairs of phonics: an - at, am - ap, ang - ac, anh - ach, - ay, ao - au These first phonics lessons help to build reading texts related to action indicating keywords such as: hát, đàn, làm, đáp, dạy, đảo, xào, sạch, đạp (xe), múa sạp, chữa cháy, lái (xe), chạy thi ; The keywords of properties such as : sẽ, nham nhám, chan chát, ram rám, nhang nhác, mảnh khảnh, lạch bạch, ; and keywords indicating things close to the children such as: bàn là, nhà sàn, hạt dẻ, san hô bát gỗ, nhãn vở, bờ cát, trám, cam, vạc, 3.2.2.3 Requirements/criteria of a reading comprehension text in the phase of phonic learning in the direction of learner’s capacity development * Materials must have targets The purpose of teaching literacy is to help students quickly read and write consistently The purpose of reading comprehension teaching is to help students understand and interpret texts and thereby have appropriate connections and applications The texts should be compiled briefly, bringing simple, close information, quantifying the number of words for each period, even each school week * Materials have familiar, practical contents that reflect living experiences of students The materials need to have close and natural topics such as their daily life, helping them to read, remember, understand the content easily, and follow the next steps to form reading comprehension capacity later after the process of decoding sounds – letters * Materials must be attractive, interesting and evoking learning excitements for students Reading texts need to be diverse in content, functions and styles, built into sentences and texts from the beginning Phonics must be taught in syllables, in words; words are taught in sentences and sentences are taught in texts From the first lesson, students need to read the whole sentence, even though the sentence is very simple It is excited to read the text 11 * Integrated materials The construction of materials must be integrated, contribute to solving relationships with nature, society, the environment and towards the formation of life skills, the qualities that the new general education program demands In addition, the materials need to pay attention to integrated contents of various subjects and provide knowledge about Vietnamese language Special linguistic criteria are emphasized in that texts need to contain the sounds, words, phonics that are being learned, and the number of sounds and phonics must occupy the as much as possible percentage and these must be cultural words * Materials are presented in forms of continued texts or discontinued texts The thesis builds and selects texts with narrative or lyrical expressive methods for reading comprehension teaching in the direction of learner’s capacity development The forms of displaying texts can be: prose, poetry, riddles, folk songs, etc presented in the form of continued texts including written texts and illustrations or discontinued texts with charts, figures, tables * Requirements on difficulty of materials Difficulty of texts is based on contents and forms Each material needs constructing with difficulty that is suitable for each phase 3.2.3 Construct reading questions and exercises for grade-1 students in the phase of phonic learning in the direction of learner’s capacity development 3.2.3.1 Goals The reading questions and exercises determine the goals of reading, and also the means to achieve understanding of students In order to build appropriate reading question and exercises, it must come from concerning how students' capacity is displayed in complex, practical contexts and situations The goal of reading comprehension exercises for grade-1 students is built based on language capacity In order to form and develop language capacities, it is necessary to develop reading, writing, speaking and listening skills from low to high levels Particularly with reading skills in grade 1, the requirement of correct reading and reading comprehension are on the top one In order to so, it is necessary to design a system of reading comprehension exercises to achieve the proficiency of using Vietnamese skills for students, putting students in learning situations for the purpose of developing the ability to communicate in language and ensure pedagogical principles Applying the construction of exercises by Le Phuong Nga and other authors on other methods, Circular 22 and based on the requirements of the general education program for Language subject in 2018, to suit the current teaching practice, the thesis offers the system of reading comprehension exercises in the phase of phonic learning to evaluate students' reading capacity at the following levels: (1) Recognition, projection (2) Interpretation (3) Response 12 Chart 3.1 Reading comprehension exercises for grade students in the phase of phonic learning READING COMPREHENSION EXERCISES A Recognition, projection exercises A.1.1 Exer cises of reco gnizi ng lines and verse s B Interpretation exercises C Reply exercises A.1 A.2 A.3 B.1 B.2 B.3 B.4 Exercises of recognizing sentences and paragraphs Exercises of recognizing topics of texts, characters and important sentences Exercises of recognizing words and details Exercises of word interpretati on Exercises of sentence interpretati on Exercises of paragraph interpretation Exercises of finding main ideas of texts B.3.1 Exerc ises o findi ng topic sent ence s in A.1.2 Exerc ises of reco gnizi ng sent ence s, para A.2.1 Exerc ises of reme mber ing name s of lesso ns A.2.2 Exerc ises of reco gnizi ng char acter s A.2.3 Exerc ises of recog nizin g impo rtant sente nces A.3.1 Exer cises of reco gnizi ng diffic ult word s A.3.2 Exer cises of reco gnizi ng detai ls B.1.1 B.1 B.2.1 B.2.2 Interp retati on by visual ise Interp retati on by defini tion Interp retati on by conte xt Interp retati on by synon yms and anton yms 13 B.3.2 Exerc ises of findi ng main ideas B.4.1 Exerc ises of rearr angi ng even ts in texts B.4.2 Exerc ises of main sent ence s C.1 Exercises of relating to illustrations and details in texts B.4.3 Exerc ises of spea king main ideas of texts C.2.1 Relating to activitie s and experie nces of student s C.2 Exercises of personal observatio C.2.2 With draw lesso ns, evalu ate and expr ess emot C.3 Exercises of relating to life C.3.1 Relat ing to life and pract ical unde rstan ding C.3.2 Relat ing to life skills 3.2.4 Do exercises by active and exciting teaching methods Learning activities of grade students should be organized into a job system, jobs that need to be promoted in an active and proactive manner, bringing and sustaining learning interest for students The thesis deals with the methods of organizing social interaction activities such as: games, role-playing and animation 3.2.4.1 Games Entering grade 1, right from the beginning of phonic learning, the games that are used effectively in learning activities will help students get acquainted with the learning environment faster, reducing many surprises in learning to read According to organization methods, games in reading comprehension teaching in the phase of phonic learning can be divided into two types: games through exercises and games through movements Games through exercises Games through exercises have the following forms: Exercises of understanding meanings of words, meanings of sentences, details in texts, 3.2.4.2 Role play Role play is to put oneself in the position of a certain communication character in a certain communication situation to speak and behave in accordance with the character's personality in that situation Role play is very important to sharpen the skills to use Vietnamese language by organizing students to conduct listening - speaking, asking - answering activities Applying this method, reading comprehension exercises in the phase of phonic learning are built into close and practical communication situations with students Students take the role of communicator to "act" according to their understanding to solve those situations They become communicative characters expressing emotional and verbal behaviours according to the given situations Students will apply the knowledge of the text, cultivate the imagination, experience, and express intonation, gestures and actions when playing the characters Thus, it shows the relationships, connections in accordance with the task of text response 3.2.4.3 Dramatization For grade students, dramatizing means re-expressing reading text (usually a short narrative text with dialogue) in the form of action combined with speech This method creates interest for students because students have movements and are really experiencing through playing roles of characters; interacting with other students and express themselves With the "dramatization" method, students will be more excited to participate in dramas if they are well prepared by the teachers or instructed to prepare props for acting The performing props not only inspire students to participate in the play but also have a special attraction to the viewer's eyes Students who not perform will focus on performance of other students This method can be done during the reading process of the text, after reading out loud and before reading the lesson or can also be conducted after reading the text In multimodal teaching, teaching students to read non-verbal comics is also one of the ways to initially form reading comprehension for them Reading non-verbal comics creates many opportunities for children to predict, experience, share their 14 thoughts, fantasies, associations, and connections through the content of pictures In addition to the form of reading comics in the form of games as mentioned above, drama is also a method of creating many interests, suitable to the purpose of developing reading comprehension capacity for students 3.2.5 Organize reading comprehension teaching activities for grade students in the three-phase model The ultimate goal of teaching reading is to teach students to have skills working with texts and understanding texts Literacy is also the ability to receive and process information Reading comprehension capacities in general schools should be expressed into the ability of the learners to act Therefore, in order to build reading comprehension capacities for students, learning activities for students must be organized For grade students, research achievements of text reading comprehension teaching in three-phase model of researcher Pham Thi Thu Huong are acquired to solve the issues of impacts of teaching method and to forming and developing reading comprehension capacity of students Accordingly, the process of teaching text reading comprehension consists of three phases: pre-reading activities, during reading activities and post-reading activities 3.2.5.1 Pre-reading activities From the part of learning sounds, when students start their participation in decoding letter symbols, the task of forming their awareness of pre-reading activities includes: - Mobilize knowledge, background experiences of students related to topic contents of reading texts - Add necessary background knowledge for students to perform text reading activities - Create ready mood to start reading activities - Create initial predictions to activate orientation and expectations - Initially choose suitable reading comprehension strategies For grade-1 students in the phase of phonic learning, the general strategy or prediction strategy was chosen about texts before reading 3.2.5.2 While-reading activities This is the step in which students get direct, specific and emotional contacts with object of reading comprehension as text, from the first line to the last word Students must conduct decoding of words into sounds and sounds into meanings at the same time Text decoding is the stage where students start "colliding" directly with each word, sentence, and verse to convert that system of language symbols on the book page into the system of sound signals resounding in brain Students will have to be able to read fluently, recognize words from seeing letters, switch from written language to spoken language, recognize meanings of words, sentences, paragraphs, etc This decoding activity forms reading techniques for students Decoding activity aims to construct meaning of texts The meaning is formed through the meaning levels of words, sentences, paragraphs, The product that is also the level of semantic activity in during reading process is mainly the surface information of text, the connections, predictions, adjustments, considerations, interpretation in the scope associated with each element and context of the component In the phase of phonic learning, tactics: tactic of building question and answer relationship, prediction tactics, tactics of putting 15 oneself in the situation with the type of question, “If you are ”(If you are question), visualization tactics and text filling tactics 3.2.5.3 Post-reading activities In the post-reading phase, the tactics that can be mobilized are: Questioning, Imagination, Inference, Predicting, Connecting, and Monitoring own understanding Connecting text with student's life experience is a way in which background knowledge is participating in activities after reading, making the information in the text linked to individual students The reading result can also be displayed by manipulating practical context in association with the resolution of life tasks at different levels The tactics of connecting texts with students 'life experiences can be implemented through questions or cognitive games or drawing based on the students' feelings about the text These methods create excitement, positive receiving mentality, suitable for receiving text, with interest to express feelings of life in pictures of students This tactic is also incorporated in the form of text response exercise (with questions like: Why we have to go to bed on time? What the following signs indicate? ) Organizing lessons in the three-phase model is one of the measures that the thesis wants to form in students a positive, creative portrait of readers in their learning journey Conclusion of chapter The principles and measures proposed and presented in Chapter have a close, resonant relationship, together towards the goal of forming and developing reading comprehension capacity for grade-1 students in the phase of phonic learning The five principles of reading comprehension teaching are the basis for directing the process of developing methods of reading comprehension teaching to meet the reading comprehension requirement of general education curriculum on phonetic subject in 2018, contributing to the formation of general and specialized capacities, especially, in accordance with the psychological characteristics of students in the phase of phonic learning The five proposed measures not exist individually but support each other to create a mechanism of reading comprehension teaching for grade students effectively in the phase of phonic learning In order to build a system of questions, reading comprehension exercises for grade students in the phase of phonic learning in the direction of students' capacity development; it requires constructing documents that ensure the requirements of reading comprehension teaching in consistency with the goal of reading out loud That means measures are needed to accelerate the process of teaching reading out loud In order to use the system of intonation, questions, and exercises effectively, it is necessary to propose some interesting teaching methods, organize attracting teaching activities with a three-phase model 16 CHAPTER PEDAGOGICAL EXPERIMENTS 4.1 An overview of experiments 4.1.1 Goals Pedagogical experiment is conducted with the purpose of verifying the research results proposed in chapter Because reading comprehension teaching in the phase of phonic learning for grade students is a continuous and long-term process, while practically in the curriculum of general education at the primary and secondary education levels, current textbooks not introduce any issues of teaching this content in consideration of requirement of students' capacity development Therefore, it was difficult to comprehensively conduct teaching experiments with proposed measures The experiment here is just at the beginning, with the meaning as a pedagogical experiment For the sake of convenient expression, in this thesis, the word "experiment" is used with the meaning of "trial" 4.1.2 Tasks In order to conduct experiments, the thesis focuses on solving the following tasks: Compiling materials, training teachers, monitoring teaching experiment according to compiled materials, Gathering, analysing, processing results of teaching experiment 4.1.3 Contents - Experiment the use of reading comprehension exercises in phonic lessons - Experiment reading comprehension teaching (by methods of active teaching methods, impacting the teacher – student relationship) in the direction of student’s capacity development 4.1.4 Experimented objects To carry out the experimental contents, three primary schools were chosen: the Experimental Primary School, located in Ba Dinh District, Hanoi City and Huu Nghi Primary School (Huu Nghi Ward), Ly Tu Trong Primary School ( Phuong Lam ward), Hoa Binh city 4.1.5 Methods Because the content of reading comprehension teaching in the phase of phonic learning for grade-1 students is not an issue of current textbooks (both textbooks of 2006 curriculum and textbooks of educational technology) Therefore, the thesis only employed exploratory and experimental methods to impact each component Therefore, teaching experiments were divided into rounds In round 1, experimental exploration was implemented In round 2, impacting experiments was carried out (experimentally applying the proposed measures in reading comprehension teaching to students in the direction of student’s capacity development 4.1.6 Time of experiment - Phase 1: the first exploratory experiment was conducted in school year 2016-2017 at experimental school - Phase 2: the second exploratory experiment was conducted in school year 2017-2018 at three experimental schools In classes of the second exploratory experiment, teaching experiment was performed and results of each experimental lesson plan were evaluated 17 4.2 Experimental lesson plan Designing experimental lesson plans is the first important step in the experiment process Due to the limited scope of the thesis, in this content, only the general structure of experimental lesson plans are introduced and analysed And it is illustrated by the experimental lesson plans of teaching reading comprehension of Crab and Turtle text The remaining lesson plans are shown in the appendix to the thesis 4.2.1 Structure of experimental lesson plans Structure of experimental lesson plans includes: A Lesson objectives: The main objective of the experimental lessons is expressed according to the requirements to be reached in the general education program for Language subject in 2018 Therefore, the goals in required contents must be appropriate with the characteristics of the lesson This helps to guide reading comprehension activities to be organized for students, and it is also the basis for conducting student assessment in the process of reading comprehension teaching B Preparation: Teachers' preparation includes teaching lesson plans, necessary teaching facilities such as pictures or slides to illustrate readings, study cards Students already had learning materials (prepared by the researcher) C Lesson process: The lesson process in experimental lesson plan includes a system of activities to actively enhance students' activities to help students experience the process of reading comprehension The general structure of each activity includes: Operational objectives, contents and methods of conducting activities The manner of performing activity can show evaluation of activity results Activity results are presented, kept in the form of answers to questions, reading out loud or marking in exercise sheets, etc 4.2.2 Lesson plan for experimenting specific lessons The thesis presents and analyses an experiment lesson plan: Crab and turtle text Other lesson plans are presented in the appendix to this thesis 4.3 Method and criteria for evaluating experimental results 4.3.1 Method and criteria for qualitative evaluations Direct observation, analysis of activeness, excitement and understanding of students in the lessons; interview of teachers and students 4.3.2 Method and criteria for qualitative evaluations Firstly, design a test for students after the lesson The test was designed with a new text of similar type, number of words to the text in the experimental lesson Secondly, evaluation sheet of student’s performance based on achievement of each questions 4.4 Conduct experiment The experiment was implemented according to the following steps: - Step 1: Preparation for the experiment - Step 2: Implementation of experiment - Step 3: Evaluation of results and comments on pedagogical experiment process 4.5 Findings and conclusions 4.5.1 Qualitative evaluations - For students: When participating in the lessons under this lesson plan, students show interest and activeness in performing tasks, actively interact with teachers and with peers in the process of participating in the lesson 18 - For teachers: Through the process of discussing and contacting to conduct experiments, observing the teachers’ organization of experimental lessons, the process of collaborating and evaluating students after experimental lessons, it was found out that the teachers were enthusiastic and excited to participate in, support students with a high sense of responsibility Teachers themselves actively participated in the process of organizing the experimental lessons and expressed their interest in the materials, questions, exercises given in the lesson plan 4.5.2 Quantitative evaluations 4.5.2.1 Results of assessing students’ reading comprehension capacities in the phase of phonic learning Followings are gained results after the experimental lesson of “Crab and Turtle text” (in the lessons of “ua, ưa”, in final week of the phase of phonic and alphabetical learning) Table 4.5 The result of assessing students’ RC capacity after the reading text “Crab and turtle” Time Number Mark Overall of mark 10 students Pre101 20 30 20 16 15 0 5.7 experiment Post101 24 25 20 15 10 7.3 experiment The above table shows that the overal mark after experiement is higher than that of before experiement Specifically, the overal mark after experiement and before experiement is 7.3 and 5.7, respectively The following table presents the category of students’ RC capacity after the reading text “Crab and turtle” (in the lesson “ua, ưa”, the last week of the learning period of yllable and word), before and after experiment: Table 4.6 The result of rating students RC capacity after the lesson“Crab and turtle” Time Rating Good (9-10) Average to quite good Under average (5-8) Number Percentage Number Percentage Number Percentage (%) (%) (%) Pre0 81 80,2 20 19,8 experiment 101 Post25 24,5 75 75,4 0,1 experiment 101 19 4.5.2.2 The result of students reading comprehension capacity after term The following tabke shows the result of students reading comprehension capacity after the reading lesson “The young goat grows radish” Table 4.7 The result of students reading comprehension capacity after the reading lesson “The young goat grows radish” Time Number Mark Overall of mark 10 students Pre114 20 34 25 18 17 0 5.8 experiment Post114 24 25 26 22 8.0 experiment The above table shows that the overall mark of post-experiemnt is higher than that of pre-experiment Specifically, the overall mark of post-experiemnt and preexperiment is 8.0 and 5.8, respectively Here is the table presenting students RC capacity after First Term Revision, the lesson “The young goat grows radish”, before and after experiment: Table 4.8 The result of rating students RC capacity ather studying the lesson“The young goat grows radish” Time Rating Good (9-10) Average to quite good Under average (5-8) Number Percentage Number Percentage Number Percentage (%) (%) (%) Pre0 94 82,5 20 17,5 experiment 114 Post48 42,1 64 56,1 1,8 experiment 114 4.5.2.3 The result of assessing students’ RC capacity in the last period of learning spelling The following table shows the students’ result after the pilot lesson Revision of Spelling learning, the text “The leaf-shaped boat” Table 4.9 The result of assessing students’ RC capacity after studying the text “The leaf-shaped boat” Time Number Mark Overall of mark 10 students Pre110 10 35 20 16 27 6.2 experiment Post110 22 24 27 22 8.1 experiment 20 The above table reveals that the overall mark of post-experiemnt is higher than that of pre-experiment Specifically, the overall mark of post-experiemnt and preexperiment is 8.1 and 6.2, respectively Here is the table presenting the rating scale of students RC capacity after Spelling Revision, the text “Thuyền lá”, before and after the experiment: Table 4.10 The rating result of students RC capacity after studying the text ““The leaf-shaped boat” Time Preexperiment 110 Postexperiment 110 Rating Good (9-10) Average to quite good (5-8) Number Percentage Number Percentage (%) (%) 1,8 98 89,1 49 44,5 61 55,5 Under average Number 10 Percentage (%) 9,1 0 General Conclusion Thus, by analysing the experimental results as above, it comes to the conclusion: even though it was not possible to fully experiment measures of reading comprehension teaching for grade students in the phase of phonic learning stage suggested in chapter 3, the partial application and testing of measures showed the feasibility in the experiment process After each experimental lesson, students were initially able to selfstudy a text similar to the text proposed in the lesson plan Especially in every experimental lesson, students really experienced the steps of reading comprehension in independent and interactive reading activities At the same time, during the lessons, students get attention and feedback from teachers about the process and results of reading comprehension Therefore, students were more interested in the lesson and more active Conclusion of chapter In order to verify the feasibility and effectiveness of the proposed reading comprehension teaching measures, in this chapter, experiments are introduced through a specific route with two corresponding rounds with specific contents and method of implementation The most important issue of experiments addressed here is the certain coherence and persuasion within the scope and conditions of practice From the determination of empirical purpose on the basis of existing pedagogical conditions, full contents as presented were ensured Although the experimental scope is limited in many aspects due to some objective and subjective reasons, the results obtained after the experiment partly confirmed the feasibility of reading comprehension teaching methods for grade students in the phase of phonic learning 21 CONCLUSION AND SOME RECOMMENDATIONS Conclusion Developing capacity for students is a topical issue and is particularly focused in the current period of renovating general education The general education curriculum has mentioned general groups of capacities: self-reliance and self-study, communication and cooperation, problem-solving and creativity and specialized capacities in language: linguistics and literature capacities Of which, the requirement of developing language capacity for students has been expressed specifically in the requirements of reading, writing, speaking and listening (including multimodal communication) Forming and developing reading comprehension capacity for students in general, and for elementary students in particular are focused on the reading requirements of the curriculum The thesis has focused on researching reading comprehension teaching methods for grade students in the phase of phonic learning with the following results: (1) Provide an overview of the research situation of issues related to capacity, capacity development, reading comprehension, reading comprehension capacity development for primary students and grade students in the world and in Vietnam The survey shows that reading comprehension teaching has been used in many countries in the world such as America, England, and France from the literacy period In Vietnam, researchers have been interested in reading comprehension teaching for grade students However, there have not been any research projects, especially; there have been no research projects on reading comprehension teaching for grade students in the phase of phonic learning Since then, the thesis has evaluated that research on reading comprehension teaching in the phase of phonic learning is still a "gap" in Vietnam Focusing on the study of reading comprehension teaching for grade students in the phase of phonic learning in the direction of learners’ capacity development is the contribution of the thesis to the theoretical research of reading comprehension teaching today (2) Establish the scientific basis of the research issue, including theoretical and practical basis The thesis has studied the basic theoretical foundations such as: linguistic basis of Vietnamese syllable structure, psychological basis of cognitive and interesting characteristics of elementary students and early-stage of grade 1, modern teaching theories with multi-intellectual theory, integrated teaching theory and research on reading comprehension, reading comprehension text, reading comprehension capacity of grade students From there, the thesis proposes reading comprehension structure of grade students in the phase of phonic learning The thesis also surveyed and analysed the practical bases of current curriculum, textbooks and the reality of reading comprehension teaching for current grade students to see the gaps in practice on the formation and development of reading comprehension capacities for students in the phase of phonic learning This is an inadequacy that needs to be supplemented to meet the requirements and needs of students when learning literacy as well as to meet the requirements of the new and updated general education curriculum with the general reading model of countries in the world 22 These theoretical and practical bases have guided in studying and proposing appropriate principles and measures of teaching reading comprehension for students in the phase of phonic learning (3) Propose principles and measures of teaching reading comprehension for students in the phase of phonic learning in the phase of phonic learning The principles of teaching reading comprehension in this period are closely related to the proposed measures of reading comprehension teaching The principles have clearly defined that reading comprehension teaching must meet the curriculum requirements of program on capacity and quality education, ensuring the integration, ensuring the performance in communication and by communication, positivitizing students' activities and ensuring attractiveness and excitement for students in their learning Five measures of reading comprehension teaching bring many results that show contributions of the thesis The measure of Promote the process of learning reading out loud proposed a model of deploying phonic lessons on the basis of Vietnamese syllable structure in order to help students quickly learn how to walk through the "gate" of decoding characters, to have good reading techniques, to have early success to encourage students to read, eager to learn reading texts The measure of Build reading comprehension teaching materials for grade-1 students in the phase of phonic learning to be consistent with the objective of teaching reading out loud has created a materials bank that can satisfy the requirements of the principles in new general education program The measure of Construct reading questions and exercises for grade-1 students in the phase of phonic learning in the direction of learner’s capacity development has introduced types of reading comprehension exercises in the phase of phonic learning that can meet the requirements of the new general education program and requirements on assessment and evaluation according to Circular 22 as well as requirements on Vietnamese teaching methodology in current curricula Two measures of Do exercises by active and exciting teaching methods and Organize reading comprehension teaching activities for grade-1 students in the three-phase model continue to propose options to impact the process of reading comprehension teaching to form and develop reading comprehension capacity for students (4) Organize experimental teachings in elementary schools in different areas in school year 2017-2018 Experimental results have partly proved the feasibility and positive effects of measures to teach reading comprehension for grade students in the phase of phonic learning Results of reading comprehension testing for non-curriculum text after experimental lessons show that the percentage of students after experiment achieved the level of Pass and Good (according to the defined evaluation criteria) was higher than before the experiment Also in the group after experiments, the level of achievement of the exercises was also more uniform than before experiments Besides, students in experimental lessons showed their interest, positive and active participation in learning activities Some recommendations From the research results and the contributions of the thesis on reading comprehension teaching for grade students in the phase of phonic learning mentioned above, the following recommendations are presented: 23 (1) For the task of compiling Vietnamese language textbook for grade in the direction of the general education program for the subject of Language Researchers and textbook authors focus on compiling and guiding teachers to organize reading comprehension activities to form and develop reading comprehension capacities for grade students right from the phase of phonic learning The thesis could be considered as a reference, providing the tested orientations of teaching practice (2) For the task of training for teachers In order for teachers to teach reading comprehension in accordance with the orientation and requirements of the new general education program, the Ministry of Education and Training, Provincial Departments of Education and Training, Education Departments of districts, and schools need to organize training, retraining and professional development for teachers in both professional knowledge and teaching methods The managements should pay proper attention to training for teachers on how to set reading teaching goals and design teaching activities, to check and assess learning results of students Teachers play the role of instructors, organizers and administrators of reading comprehension teaching activities, therefore they have to consider the reasonableness and suitability in the answers, how to solve problems, create conditions and opportunities for students to show creativity and initiative in reading process It is also the way to form students the key qualities and core capacities required by the general education curriculum through the activity of reading comprehension teaching (3) For managers Allow and encourage teachers to proactively compile more reading materials suitable to the school model, in accordance with the general education program for Language subject in 2018, taking the requirements of the program as basis for assessing students’ reading comprehension capacity 24 LIST OF THE THESIS-RELATED PUBLISHED WORKS BY THE AUTHOR A The scientific articles Thach Thi Lan Anh (2015), Assessing the learning outcome of the subject Vietnamese 1, Educational Technology according to the capacity-based approach, Tan Trao University, International Conference entitles “Assessing primary students under the capacity approach – appropriate solutions of the teachers training institutions in Vietnam and some ASEAN countries”, The Publishing House of Thai Nguyen University, Tuyen Quang (pp.66-72) Thach Thi Lan Anh (2017), Building the criteria set of assessing students’ capacity of the subject Vietnamese Technology education, Association of Vietnam linguistics, Journal of Linguistics and Life (pp.52-56) Thach Thi Lan Anh (2017), Some suggestions on teaching reading texts for materials to teach Vietnamese grade in the direction of promoting students’ capacity, Hanoi National University of Education N2, Nationwide Conference Proceedings entitles “Researching and teaching Literature in the context of innovation and integration”, Publishing House of Social Science (pp.660-666) Thach Thi Lan Anh (2018), Suggesting materials for teaching reading of Vietnamese in the direction of promoting students’ capacity, Journal of Vietnam Education Sciences (Vietnam Institute of Education Sciences), Issue of May (pp.80-83) Thach Thi Lan Anh (2018), Building reading exercises for recognizing and recalling the text language for grade students in the direction of capacity promotion, Journal of Education and Society (Association of Vietnam universities and colleges), Issue of October (pp.49-53) Thach Thi Lan Anh (2018), Current situation of teaching reading for grade students in the capacity approach, Journal of Teaching and Learning today (The Centre of Vietnam Association for Promoting Education), Issue of December (pp.4042) Thach Thi Lan Anh (2019), Conducting activities of teaching reading in the direction of capacity promotion for grade students according to the 3-stage model, Journal of Vietnam Education Sciences (Vietnam Institute of Education Sciences), Issue of January (pp.88-92) Thach Thi Lan Anh (2019), Suggestion for the structure of reading capacity for grade students, Journal of Education (Ministry of Education and Training), Special Issue, 10/2019 (pp.198-201; 242) Thach Thi Lan Anh (2020), Speeding up the process of reading aloud – An effective measure promoting the formation of reading capacity for grade students in their spelling learning period, Journal of Vietnamese Teachers, Issue 153, 1/2020 (pp.2530) B Books Do Viet Hung (General ahief author), Le Phuong Nga (Chief author), Thach Thi Lan Anh (2020), Vietnamese 1, Volume 1, The Publishing House of Vietnam Education Do Viet Hung (General chief author), Le Phuong Nga (Chief author), Thach Thi Lan Anh, Luong Thi Hien (2020), Vietnamese 1, Volume 2, The Publishing House of Vietnam Education 25 ... Preexperiment 11 0 Postexperiment 11 0 Rating Good (9 -10 ) Average to quite good (5-8) Number Percentage Number Percentage (%) (%) 1, 8 98 89 ,1 49 44,5 61 55,5 Under average Number 10 Percentage (%) 9 ,1 0... (9 -10 ) Average to quite good Under average (5-8) Number Percentage Number Percentage Number Percentage (%) (%) (%) Pre0 81 80,2 20 19 ,8 experiment 10 1 Post25 24,5 75 75,4 0 ,1 experiment 10 1 19 ... (9 -10 ) Average to quite good Under average (5-8) Number Percentage Number Percentage Number Percentage (%) (%) (%) Pre0 94 82,5 20 17 ,5 experiment 11 4 Post48 42 ,1 64 56 ,1 1,8 experiment 11 4 4.5.2.3