Focus on scanning and skimming strategies toimprove high school students’ reading fluency

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYỄN THỊ THANH NGỌC FOCUS ON SCANNING AND SKIMMING STRATEGIES TO IMPROVE HIGH SCHOOL STUDENTS’ READING FLUENCY Major : Teaching English to Speakers of Other Languages ( TESOL) Code : 60140111 MASTER’S THESIS IN EDUCATION SUPERVIOR: Ngơ Đình Phương, Assoc Prof.,Ph.D Nghệ An, 2017 DECLARATION I certify this thesis entitled Focusing on skimming and scanning strategies to improve high school students’ reading fluency is my own work Vinh, July 2017 Nguyễn Thị Thanh Ngọc i ACKNOWLEDGEMENT For the completion of this thesis, I have received great assistance and support from my teachers, colleagues, students and my family This thesis would not have been without the support of many people First of all, I would like to express my special gratitude to Assoc Prof., Dr Ngo Dinh Phuong, my supervisor, for his invaluable guidance, comments, criticisms, corrections , priceless advice, and his kindly constant encouragement during the course of writing this thesis Secondly, I would like to express my thanks to all lecturers at Foreign Languages Department of Vinh University for their valuable teaching and assistance that have enlightened my study path Thirdly, I truly wish to thank the colleagues and students of Quang Xuong High school for their assistance and co-operation in giving me valuable information Last but not least, my sincere thanks go to my family, my classmates at the Master Course Class, my friends for their essential help and encouragement I highly appreciate all their support and contribution ii ABSTRACT Reading is one of the most important skill in study and daily life This research aims to find out how skimming and scanning strategies effect on improving students’ English reading fluency To achieve the aim of the study, both qualitative and quantitative methods were chosen The researcher carried out two survey questions for 80 students and teachers, and then analyzed the obtained to discuss about teachers and students’ attitude towards the importance of reading comprehension, towards skimming and scanning strategies, the effectiveness and difficulties of these strategies in teaching and learning reading comprehension Pre- test and post - test results showed significant differences between the experimental class and controlled class as a result of using skimming and scanning strategies Experimental students, who use skimming and scanning strategies in learning reading comprehension, make a higher gaining in reading comprehension than controlled students who did not use skimming and scanning strategies in learning reading comprehension With respect to reading comprehension rates , the experiment found that the difference between the experimental class and controlled class were statistically significant And the result was also compared to show correctly in the number of the table and charts The findings of the research indicate that the students appreciate the role of scanning and skimming strategies in learning reading comprehension This study suggested that skimming and scanning strategies can be useful to improve students’ reading fluency However, the scope is still limited and there exist certain difficulties that hinder the teachers and students in learning reading comprehension with skimming and scanning strategies iii TABLE OF CONTENTS Page DECLARATION………………………………………………………………… i ACKNOWLEDGEMENTS …………………………………………………… ii ABSTRACT………………………………………………………………………iii TABLE OF CONTENTS ……………………………………………………… iv LIST OF TABLE ………………………………………………… …………….ix LIST OF FIGURES……………………………………………………………… x CHAPTER I : INTRODUCTION ……………………………… 1.1 Rationale ……………………………………………………….…………… 1.2 Aims of study ……………………………………………………………… 1.3 Scope of the study ………………………………………………………… …2 1.4 Research questions……………………………………………………… 1.5.Method of the study …………………………………………………… … 1.6 Structure of the study ………………………………………………………….3 CHAPTER II : LITERATURE REVIEW 2.1.Definition of reading skill ……………………………………………… 2.1.1 Definition of reading ………………………………………………… .…4 2.1.2 Definition of reading comprehension ……………………………… … 2.2.Models of reading…………………………………………………………… 2.2.1.The bottom - up model ……………………………………………….…… 2.2.2 The top – down model……………………………………………….…… 2.2.3 The interactive model………………………………………………….… 2.3 Techniques of reading ……………………………………………………… 2.3.1 Reading aloud……………………………………………………………… 2.3.2 Silent reading……………………………………………………………….10 2.4.Types of reading ………………………………………………………………11 2.4.1 Intensive reading ………………………………………………………… 11 iv 2.4.2 Extensive reading ………………………………………………………… 12 2.5.Language learning strategies……………………………………………… 14 2.5.1 Definition of language learning strategies ……………………………… 14 2.5.2 Definition of reading strategy ………………………………………… .15 2.5.3.The Nature of Reading Strategy ……………………………….………… 15 2.5.4 The importance of reading strategy ……………………………………… 16 2.6 Some strategies of reading ………………………………………………… 17 2.6.1.Predicting ………………………………………………………………… 17 2.6.2.Inferring ……………………………………………………………… … 18 2.6.3.Guessing ……………………………………………………….……… … 19 2.6.4.Self- monitoring …………………………………………………………….19 2.6.5.Summarizing ……………………………………………………….…… 20 2.6.6 Skimming………………………………………………………………… 21 2.6.7 Scanning……………………………………………………………… … 22 2.7 Reading strategies instruction………………………………………… … 23 2.8.The importance of strategies scanning and skimming in reading comprehension ……………………………………………………………… … 23 2.9.How to use skimming and scanning effectively………………………… .24 2.10.Skimming and scanning training procedure ………………………… ……26 CHAPTER III: METHODOLOGY OF STUDY 3.1 Research methodology …………………………………………… …… 29 3.2 Participants ………………………………………………………… …… 29 3.3 Instruments for data collection ……………………………………….…… 30 3.3.1.Questionnaire ………………………………………………………… … 30 3.3.2 Classroom observation ……………………………………………… … 31 3.3.3 Interview …………………………………………………………… …….31 3.3.4.Tests ……………………………………………………………………… 32 3.4 Data collection procedure ………………………………………………… 32 3.5 Data analysis ……………………………………………………………… 33 v 3.6 Summary …………………………………………………………………… 33 CHAPTER IV: FINDING AND DISCUSSION …………………… 35 4.1 Results from the questionnaire 4.11.Questionnaire for teachers ………………………………………… 35 4.1.1.1Teachers’ experience in teaching English ……………………… 35 4.1.1.2.Teachers’ attitude toward the importance of reading comprehension ………………………………………………………………… 35 4.1.1.3.Teachers’ difficulties in teaching reading comprehension ………… .36 4.1.1.4 Teachers’ attitudes towards using skimming and scanning strategies in teaching reading comprehension ………………….……………… 38 4.1.1.5 Students’ assessment on effectiveness of scanning and skimming strategies in teaching reading comprehension ……………………………… 38 4.1.1.6 Benefits of using skimming and scanning strategies in teaching reading comprehension ………………………………………………………… 39 4.1.1.7 Some difficulties of using skimming and scanning strategies in teaching reading comprehension ……………………………………………… 42 4.1.2.Questionnaire for students ……………………………………………… 43 4.1.2.1.Students’ experience in study English……………………………… ….43 4.1.2.2 Students’ attitude towards the importance of reading comprehension …43 4.1.2.3.Students’ difficulties in learning reading comprehension……………….44 4.1.2.4 Students’ attitude towards using scanning and skimming in learning reading comprehension…………………………………………………45 4.1.2.5.Students’ assessment on the role of scanning and skimming strategies in reading comprehension …………………………………………….46 4.1.2.6 Students’ assessment on effectiveness of scanning and skimming strategies in learning reading comprehension…………………………………….47 4.1.2.7 Benefits of using skimming and scanning strategies in learning reading comprehension……………………………………………………………48 4.1.2.8 Some difficulties of students in using scanning and skimming vi strategies in learning reading comprehension ……………………………… ….50 4.2 Results from the test …………………………………………………… 51 4.2.3.1 Pre- test ………………………………………………………………… 52 4.2.3.1.1 Pre –test scores…………………………………………………………52 4.2.3.1.2 Descriptive statistics ……………………………………………………53 4.2.3.1.3.Frequency of distribution ………………………………………………54 4.2.3.2 Post- test ………………………………………………………………….55 4.2.3.1.Frequency of distribution ……………………………………………… 57 4.2.3.2 Descriptive statistics …………………………………………………… 58 4.3 Findings ………………………………………………………………………59 4.4.Summary …………………………………………………………………… 61 CHAPTER V: CONCLUSION …………………………………………… …62 5.1 Recapitulation…………………………………………………………………62 5.2 Limitation and suggestions for further study…………………………………63 REFERENCES ……………………………………………………………… …64 APPENDIX A ………………………………………………………………… 67 APPENDIX B …………………………………………………………………….69 APPENDIX C …………………………………………………………………….71 APPENDIX D ………………………………………………………………… 77 vii LIST OF TABLES Table 4.1.Description of teachers’ experience in teaching English Table 4.2 Teachers’ attitude towards the importance of reading comprehension Table 4.3 Teachers’ difficulties in teaching reading comprehension Table 4.4 Teachers’ attitude towards using skimming and scanning strategies in teaching reading comprehension Table 4.5 Teachers’ assessment on effectiveness of skimming and scanning strategies in teaching reading comprehension Table 4.6 Benefits of using skimming and scanning strategies in teaching reading comprehension Table 4.7 Difficulties of using skimming and scanning strategies in teaching reading comprehension Table 4.8.Students’ experience in study English Table 4.9 Students’ attitude towards the importance of reading comprehension Table 4.10 Students difficult in learning reading comprehension Table 4.11 Benefits of using skimming and scanning strategies in learning reading comprehension Table 4.12 Students’ difficulties in using scanning and skimming strategies in learning reading comprehension Table 4.13 Pre –test scores Table 4.14 : comparison of mean scores in pre- test of the two classes Table 4.15 Pre- test score frequencies of the two classes Table 4.13 students’ assessment on effectiveness of skimming and scanning strategies in teaching reading comprehension Table 4.14 : comparison of mean scores in pre- test of the two classes Table 4.15 Pre- test score frequencies of the two classes Table 4.16 Post – test scores Table 4.17 Frequency of distribution of the two classes Table 4.18 : comparison of mean scores in post- test of the two classes Table 4.19 Means of pre-test and post - test viii LIST OF FIGURES Figure 1: Students’ attitude towards the importance of reading comprehension Figure 2: Students’ attitude toward using scanning and skimming in learning reading comprehension Figure 4.3: Students’ assessment on the role of skimming and scanning strategies in teaching reading comprehension Figure 4.4 Students’ assessment on effectiveness of skimming and scanning strategies in teaching reading comprehension Figure4.5: Pre- test score frequencies of the two classes Figure 4.6 Frequency of distribution of the two classes ix A using the time efficiently B Improving students’ reading habits C Changing students’ perception of reading D Improving students’ motivation E Improving students’ reading skills F Making the reading text easier G Increasing students’ level What difficulties have you had in using skimming and scanning strategies in teaching reading comprehension? A Students’ low level B Students’ lack of background knowledge C Working in groups D Reading text reading at home E Completing reading task in allotted time 65 APPENDIX B SURVEY QUESTINNAIRE FOR STUDENTS 1.How long have you been learning English? A – year B – years C – 12 years How important is the reading comprehension to you? A Very important B Important C little important D Not important at all What are your difficulties in learning reading comprehension ? A vocabulary limited B grammar problems C lack of background knowledge D Lack of reading strategies E limit time to reading the text F large size class G Low motivation H Difficulty to catch specific information from the text K Difficulty to answer questions based on the text L Difficulty to understand the text What is students’ attitude towards using skimming and scanning strategies in learning reading comprehension ? A Like very much B Like not very much C Dislike D Dislike very much E Not change attitude about reading comprehension 5.How important is the role of skimming and scanning strategies in learning reading comprehension? A Very important B Important C little important D Not important at all 66 How effective are the skimming and scanning strategies in learning reading comprehension? A very effective B effective C slight effective D not effective at all What are the benefits of using skimming and scanning strategies in learning reading comprehension? A using the time efficiently B Improving reading habits C Changing perception of reading D Improving motivation E Catch specific information from the text easily F Making the reading text easier G Increasing level of English H Answer the question based on the text easily I Understand the text easier What difficulties have you had in using skimming and scanning strategies in reading lesson? A Low level of English B Lack of background knowledge C Lack of time for reading D Low motivation 67 APPENDIX C Pre- test Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions Before photography was invented in 1839, painted portraits, and engravings based on them, were one of the few ways to record likenesses From the Colonial era through the 1820s, portraiture was the most widely practiced genre of American art, and it continued to be a significant form through the 19th century The demand for likenesses was incessant, and portraiture was often the primary source of income for artists Artists frequently made portraits of famous people to attract interest and potential patrons For example, in 1834 Chester Harding painted frontiersman Davy Crockett, then a member of the U.S House of Representatives, for display in his Boston gallery A consistent belief through most of the 18th and 19th centuries was that character could be read from a person's face, or the bumps on his or her head, or from facial expressions, and that portraits should convey these indicators of character These theories of physiognomy and phrenology have since been debunked, but they were important considerations in depicting the nation's leaders, since such portraits were often made for posterity Most people had only one portrait painted in their lifetime, if at all, so artists were selected with great care, and expectations were high Before the 1840s, American portraiture was influenced primarily by English techniques, poses, compositions and gestures, and many artists received at least part of their training in England Even canvas sizes followed the British example Portraits made on commission were priced according to canvas size and the materials and labor involved In the late 19th century as European portraitists began traveling to the United States to acquire commissions from the growing upper class, American artists increasingly felt they needed to train abroad in order to succeed at home 68 Paris continued to be the main lure as painters such as Eakins, Whistler, Beaux and Sargent went to study there Some of America's best-known portraitists, in fact, became expatriates Question 1: Where in the passage does the author draw a comparison of American and English practices in producing commission portraits? A the first paragraph B the fourth paragraph C the third paragraph D the second paragraph Question 2: In what ways did American artists try to gain greater success? A by inviting European artists to America C by not only painting portraits B by traveling abroad for training D by becoming expatriates Question 3: The final paragraph of the passage will probably continue with a discussion of ………… A other ways artists tried to gain local publicity B other lesser known artists C American artists in Paris D artists moving between countries Question 4: Why does the author mention Davy Crocket in paragraph 1? A as an example of an artist using a famous person to gain attention to his work B as an example of the types of people who could afford to pay for their portrait to be painted C because Crocket was also a famous artist D because gallery owners often had famous people as patrons Question 5: In paragraph 2, what did people look for in a good portrait? A every detail, including bumps on the head B an accurate likeness C indicators of character D clear facial expressions Question 6: Physiognomy and phrenology are theories …………… A that are no longer as popular 69 B that were used to enable people to select artists with the best characteristics in their appearance C that were used to try to get the closet likeness possible D that meant people usually only needed one portrait Question 7: Which of the following statements best represents the meaning of the first sentence (lines1 and 2) before photography was invented in 1839? A painted portraits and engravings were very lifelike B engravings were based on portraits and not as lifelike C there were not many ways other than painted portraits and engravings if you wanted to record what somebody looked like D there was no accurate way to record a likeness before photography was invented Question 8: The word acquire (in Line 1- paragraph 4) is closest in meaning to …………… A steal B ask C borrow D get Question 9: The word poses (in Line 1- paragraph 3) is closest in meaning to ………… A stance B manner C weight D height Question 10: What does the passage mainly discussed? A art in 19th century America B portraiture in 19th century America C the influence of other countries on American art D the early years of photography Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 61 to 70 A useful definition of an air pollutant is a compound added directly or indirectly by humans to the atmosphere in such quantities as to affect humans, animals, vegetations, or materials adversely Air pollution requires a very flexible definition that permits continuous change When the first air pollution laws were established in England in the fourteenth century, air pollutants were limited to compounds that 70 could be seen or smelled-a far cry from the extensive list of harmful substances known today As technology has developed and knowledge of the health aspects of various chemicals has increased, the list of air pollutants has lengthened In the future, even water vapor might be considered an air pollutant under certain conditions Many of the more important air pollutants, such as sulfur oxides, carbon monoxide, and nitrogen oxides, are found in nature As the Earth developed, the concentrations of these pollutants were altered by various chemical reactions; they became components in biogeochemical cycle These serve as an air purification scheme by allowing the compounds to move from the air to the water or soil on a global basis, nature's output of these compounds dwarfs that resulting form human activities However, human production usually occurs in a localized area, such as a city In this localized regions, human output may be dominant and may temporarily overload the natural purification scheme of the cycle The result is an increased concentration of noxious chemicals in the air The concentrations at which the adverse effects appear will be greater than the concentrations that the pollutants would have in the absence of human activities The actual concentration need not be large for a substance to be a pollutant; in fact the numerical value tells us little until we know how much of an increase this represents over the concentration that would occur naturally in the area For example, sulfur dioxide has detectable health effects at 0.08 parts per million (pm), which is about 400 times its natural level Carbon monoxide, however, as a natural level of 0.1 pm and is not usually a pollutant until its level reaches about 15 pm Question 11: What does the passage mainly discuss? A The economic impact of air pollution B What constitutes an air pollutant C How much harm air pollutants can cause D The effects of compounds added to the atmosphere 71 Question 12: The word "adversely" in line is closest in meaning to A negatively B quickly C admittedly D considerably Question 13: It can be inferred from the first paragraph that A water vapor is an air pollutant in localized areas B most air pollutants today can be seen or smelled C the definition of air pollution will continue to change D a substance becomes an air pollutant only in cities Question 14: The word "altered" in line 10 is closest in meaning to _ A eliminated B caused C slowed D changed Question 15 Natural pollutants can play an important role in controlling air pollution for which of the following reasons? A They function as part of a purification process B They occur in greater quantities than other pollutants C They are less harmful to living beings than are other pollutants D They have existed since the Earth developed Question 16: According to the passage, which of the following is true about human-generated air pollution in localized regions? A It can be dwarfed by nature's output of pollutants in the localized region B It can overwhelm the natural system that removes pollutants C It will damage areas outside of the localized regions D It will react harmfully with naturally occurring pollutants Question 17: The word "noxious' in line 16 is closest in meaning to _ A harmful B noticeable C extensive D weak Question 18:According to the passage, the numerical value of the concentration level of a substance is only useful if A the other substances in the area are known B it is in a localized area C the naturally occurring level is also known D it can be calculated quickly Question 19: The word "detectable" in line 21 is closest in meaning to A beneficial B special C measurable 72 D separable Question 20: Which of the following is best supported by the passage? A To effectively control pollution local government should regularly review their air pollution laws B One of the most important steps in preserving natural lands is to better enforce air pollution laws C Scientists should be consulted in order to establish uniform limits for all air pollutants D Human activities have been effective in reducing air pollution 73 APPENDIX D Post- test Read the passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions Who talk more - men or women? Most people believe that women talk more However, linguist Deborah Tannen, who has studied the communication style of men and women , says that this is a stereotype According to Tannen, women are more verbal - talk more - in private situations , where they use conversation as the "glue" to hold relationships together But, she says, men talk more in public situations, where they use conversation to exchange information and gain status Tannen points out that we can see these differences even in children Little girls often play with one "best friend", their play includes a lot of conversation Little boys often play games in groups; their play usually involves more doing than talking In school, girls are often better at verbal skills, boys are often better at mathematics A recent study at Emory University helps to shed light on the roots of this difference Researchers studied conversation between children age 3-6 and their parents They found evidence that parents talk very differently to their son than they to their daughters The startling conclusion was that parents use more language with their girls Specifically, when parents talk with their daughters , they use more descriptive language and more details There is also far more talk about emotions, especially sadness, with daughters than with sons Question 1: Which sentence best expresses the main idea of the first paragraph? A It's stereotype that women talk more than men B Little girls and little boys have different ways of playing C Women talk more than men D Women talk more in private situations , and men talk more in public ones Question 2: Which word could best replace "startling" in line 10? A interesting B beginning C surprising 74 D annoying Question 3: Which word in the reading passage can be used as a synonym of the word "feelings" ? A anger B emotions C worries D thinking Question 4: Which of the following phrases best explains the meaning of the word "verbal" in the reading passage? A connected with the use of spoken language B using very loud noise C deriving from verbs D being very talkative Question 5: Which word is similar in meaning to "glue" in line ? A means B sticky substance C rope D game Question 6: Which of the following statements can be inferred from the first paragraph ? A.Men and women have different styles of talking , which may begin in childhood B According to Deborah Tannen, the belief that women talk more is partly right but most wrong and oversimplified C Women talk more in public situations, men talk more in others D Men are more sociable than women Question 7: Which of the following statements is TRUE about the passage? A Parents use more language to talk with their daughters B Boys don't like showing their emotions C Parents give more love to their daughters than their sons D Both boys and girls are talkative at school Question 8: Which sentence best expresses the main idea of the second paragraph? A Parents not talk much about sadness with their sons B Researchers have studied the conversations of children and their parents C Study at Emory University can help to explain the differences between communication styles of boys and girls D Emory University found that parents talk more with their daughters than with 75 their sons Question 9: Which of the following statements can be inferred from the second paragraph? A Boys don't like to be with their parents as much as girls B Parents don't enjoy talking with their sons as much as with their daughters C A recent study found that parents talk differently to their sons and daughters D Girls have more practice discussing sadness than boys Question 10: The word they in line refers to A men B women C situations D men and women Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 51 to 60 The fertile valleys of the river Nile straddle the hot desert land of Egypt Rain is relatively scarce, and the summers are scorching hot Nevertheless the strip of land, known as the Cultivation, on either side of the Nile is reputed to be one of the most fertile places in the world Its rich black soil is the result of accumulation of silt deposited by the annual flooding of the Nile thousands of years ago From June to October, the river overflowed its banks Modern damps were then constructed to control the flooding The floodwaters left behind a rich sticky black mud which made it suitable for the cultivation of crops As long as the soil was well irrigated, two or three crops could be grown in one season Its rich soil led to the growth and rise of the brilliant civilization of the ancient Egyptians on the Nile valley more than 5000 years ago The earliest Egyptians had acquired the skills to till the land along the banks, drawing along the Nile became wealthy, they embarked on projects of digging ditches and constructing dams to control the floods In about 3100 BC, the whole Egypt was united under the reign of King Menes He and his descendants made up Egypt's first ruling family, or dynasty His rule led to the great development of the arts like writing, painting, architecture, and crafts Egyptian power and influence were to last for the next 2000 years The Egyptian kings had absolute powers The king possesses all the land, and the peasants had to surrender 76 part of their crops to the king An army of officials and scribes did the task of collecting the exact amount of due from the individual farmers Crops and livestock were often seen at the storehouses surrounding the royal palaces In return for their uphill task, the king paid his officials and dishes out funds for huge irrigation projects Egypt's trade with the outside world stretches far and wide In return for gold, copper, gemstones, and building stones, it purchases the goods that it did not have Timber, resins, oils, silver and slaves came from Lebanon From Deria and Anatolia came horses, while the blue stone called lapis lazuli was imported from Mesopotamia Strong forts were constructed to protect overland trade routes Egypt held Nubia in the south for almost 800 years It served as Egypt's most vital source of gold and slaves Question 11: The civilization of the ancient Egyptians was brought about by _ A Egypt's first ruling family B the rich soil of the Nile C Egypt's trade with the outside world D the highly-developed writing, painting, architecture and crafts Question 12: Egyptian slaves came from _ A Syria and Anatolia B Palestine C Mesopotamia D Lebanon Question 13: The king was wealthy because _ A he possessed all the land B huge irrigation projects were set up C he was in absolute power D farmers paid him their tribute Question 14: The writer said that the annual flooding of the Nile _ A needed to be controlled B led to the discovery of new mines C caused an influx of foreign traders D helped to develop the arts Question 15: According to the passage, the king was wise _ A to own slaves and gold 77 B to pay for huge irrigation projects C to control the land D to import the things that Egypt did not have Question 16: In return for, in the first line, last paragraph, refers to _ A what Egypt exported B how fast the profit came C the respect Egypt received D the protection the Egyptian army provided Question 17: A suitable title for this passage is _ A The Farming Methods of the Egyptians B The Landscape of the Egypt C The Might of the Egyptian Army D The Civilization of the Ancient Egyptians Question 18: We know the Egyptian Empire was powerful from the _ A long period it extended its power and influence B way its army fought with other invaders C number of crops grown in one season D trade and business done with other nations Question 19: Farm crops would be _ if there was no water for irrigation A harvested B unavailable C Unprotected D destroyed Question 20: From June to October, the flood plains would be _ A open to the building of new B left to the sowing of new crops dams C raised to a higher level D inundated with floodwaters from the Nile 78 79 ... of skimming and scanning in learning reading comprehension, the relationship between scanning and skimming, how to use these strategies in reading comprehension effectively, skimming and scanning. .. reading comprehension Figure 2: Students’ attitude toward using scanning and skimming in learning reading comprehension Figure 4.3: Students’ assessment on the role of skimming and scanning strategies. .. Quang Xuong high school to study the effectiveness of scanning and skimming in reading comprehension to improve the students’ reading fluency 1.4 Research questions What are teachers and students’