Research on teaching reading comprehension of information texts for 2nd graders through vietnamese learning books 2 kết nối tri thức với cuộc sống

HANOI METROPOLITAN UNIVERSITY
FACULTY OF EDUCATION
------------------------------

RESEARCH ON TEACHING READING COMPREHENSION OF
INFORMATION TEXTS FOR 2ND GRADERS THROUGH VIETNAMESE
LEARNING BOOK 2 – “KẾT NỐI TRI THỨC VỚI CUỘC SỐNG”

THESIS OF GRADUATION
Branch: Primary education

Ha Noi, 2023

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HANOI METROPOLITAN UNIVERSITY
FACULTY OF EDUCATION
------------------------------

NGUYỄN THỊ TÚ
RESEARCH ON TEACHING READING COMPREHENSION OF
INFORMATION TEXTS FOR 2ND GRADERS THROUGH VIETNAMESE
LEARNING BOOK 2 – “KẾT NỐI TRI THỨC VỚI CUỘC SỐNG”

THESIS OF GRADUATION
Branch: Primary education
SUPERVISOR: NGO THI KIM HOAN
Teacher signed

Ha Noi, 2023

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ACKNOWLEDGMENTS
First of all, we would like to express our sincere thanks to teachers in Directors
of Hanoi Capital University, the Board of Directors of Pedagogy, teachers in the
Department of Philology and Pedagogy for creating conditions for us to approach
and learn about the innovations taking place in schools and improve add your own
valuable experiences through the topic of Teaching reading comprehension of
information texts for grade 2 students, Vietnamese book series "Ket noi tri thuc voi
cuoc song".
I would like to express my deep gratitude to Ms. Ngo Thi Kim Hoan – who directly
guided and encouraged us to complete this project. With enthusiasm to guide and
help, Ms. Ngo Thi Kim Hoan has guided us on good test directions, providing useful
materials so that we can complete this research topic.
I would like to thank my family and relatives for creating favorable conditions for me
to complete the task of studying and researching the topic.
This is my first time acquainted with a scientific research topic, so errors and
shortcomings are inevitable. We look forward to receiving comments from teachers
and friends so that we can learn from experience and have conditions to learn more.
Thank you very much!
Sincerely,
Hanoi, November 2023

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DECLARATION OF AUTHORSHIP
We would like to assure you that this scientific paper is the result of my own research.
The results of this study do not coincide with any of the available works. If I am

wrong, I take full responsibility.
Sincerely,
Hanoi, November 2023
(Signed)
Tu
Nguyen Thi Tu

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CONTENT
INTRODUCTION ..................................................................................................... 9
1. The reason for undertaking this study ................................................................. 9
2. The aim of the study .......................................................................................... 10
3. Research objects and subjects ............................................................................ 10
4. Research mission ............................................................................................... 11
5. The scope of the study ....................................................................................... 11
6. Research methods .............................................................................................. 11
7. The significance of the study ............................................................................. 12
8. The organization of the study ............................................................................ 12
CHAPTER 1: THEORETICAL AND PRACTICAL BASIS OF THE TOPIC
................................................................................................................................... 12
1.1 Literature review .............................................................................................. 12
1.2
1.2.1

Rationale of the topic ................................................................................... 15
Some basis concepts .............................................................................. 15

1.2.2 Psychological characteristics of grade 2 students and the process of learning to

read and understand information texts ................................................................ 20
1.2.3 Position and role of teaching reading comprehension of information documents
for grade 2 ........................................................................................................... 24
1.2.4 Requirements for reading comprehension skills of grade 2 ....................... 25
1.3 Scientific basis of teaching reading comprehension of information texts to
grade 2.................................................................................................................... 26
1.3.1 Mechanism of reading and application to determine the process of training
information text reading skills for grade 2 .......................................................... 26
1.3.2 From the audio level of the language and the application to read out loud the
information text for grade 2nd ............................................................................ 28

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1.3.3 From the semantic level of the text and the application of reading
comprehension of information texts for grade 2. ................................................ 30
1.4 The practical basis of the topic ........................................................................ 32
1.4.1 Contents of teaching reading comprehension of information for grade 2 students
in the book series "Ket noi tri thuc voi cuoc song" ............................................. 32
1.4.2 The reality of teaching - learning to read and understand information texts for
grade 2 students in the direction of capacity development ................................. 36
Conclusion of chapter 1 .......................................................................................... 44
CHAPTER 2. GUIDE TO ORGANIZING THE READING OF
INFORMATION TEXTS FOR 2ND GRADERS ................................................ 45
2.1 Rules for organizing reading comprehension for 2nd graders ........................ 45
2.1.1 Promote student positivity.......................................................................... 45
2.1.2 Diversify forms, methods and means of teaching ...................................... 46
2.1.3 Integrated and differentiated teaching ........................................................ 48
2.2 Fostering and developing reading comprehension competencies for students 52
Grade 2 ................................................................................................................... 52

2.3. Teaching methods of reading comprehension of information documents for
grade 2.................................................................................................................... 54
2.3.1. Visual method ........................................................................................... 54
2.3.2. Conversational method.............................................................................. 56
2.2.3. Training methods ...................................................................................... 59
2.2.4 Problem statement method ......................................................................... 61
2.2.5 Group discussion method ........................................................................... 64
2.2.6 Learning game method ............................................................................... 67
2.2.7 Methods of memory training ...................................................................... 69
2.3 Organizing reading and comprehension of information documents for grade 2
students .................................................................................................................. 71
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2.3.1 Preparing for teaching hours ...................................................................... 71
2.3.2 Classroom steps of the 2nd grade reading comprehension lesson ............. 71
Conclusion of chapter 2 .......................................................................................... 74
CONCLUSIONS AND RECOMMENDATIONS ................................................ 75
1. Conclusions ........................................................................................................ 75
2. Recommendations .............................................................................................. 76
REFERENCES ........................................................................................................ 79
APPENDIX .............................................................................................................. 80

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LIST OF TABLES
Table 1-1: Information text readings in the “Ket noi tri thuc voi cuoc song” book
series, volume 1 .........................................................................................................32
Table 1-2: Information text readings in the “Ket noi tri thuc voi cuoc song” book

series, volume 2 .........................................................................................................33
Table 1-3: Survey results on the current situation of teaching reading comprehension
for grade 2nd students in the direction of capacity development. ............................36
Table 1-4: Survey results on the actual situation of learning to read texts through 2nd
graders in the direction of capacity development. ....................................................40

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INTRODUCTION
1. The reason for undertaking this study
During the life of President Ho Chi Minh once said: "If the sprout is green,
the tree will be strong; when the bud is green, the leaves will be fresh, and the fruit
will be good; if children are properly educated, the nation will be self-sufficient.
Independent". Children are the "green sprouts" of the country's future, carrying the
historical mission of the nation, so children's education is always the top issue of all
countries. And primary education is the initial level of basic education, which plays
a vital role in training the young generation to develop comprehensively. "Children
enter into the spiritual life of people around them only through the medium of their
mother tongue and vice versa; the world around the child is reflected in it only
through this instrument." (K.A. Uscinski). Because of this, in the primary program,
Vietnamese is considered a central subject, occupying an important position and
having a large capacity and time. The mission of the Vietnamese subject is to equip
students with traditional Vietnamese knowledge and to forge students' skills in using
Vietnamese in the communication process (including listening, speaking, reading,
and writing) and develop thinking. Reading is one of the activities that play a
significant role in Vietnamese and is considered the golden key to helping students
open the treasure of human knowledge and science. Reading practice is responsible
for forming language competence for students, which is the initial essential
requirement of each person when going to school. It's a learning tool for other

subjects. Through reading, students understand the beauty and beauty of the
Vietnamese language, fostering healthy emotions and, at the same time, forming and
developing good abilities and qualities.
In the general education curricula of many countries around the world,
especially those with a developed educational background, information texts are
considered essential texts in the life and learning of students. Therefore, in the
Vietnamese Language Curriculum 2018 (Ministry of Education and Training, 2018),
information text is one of the two main documents to practice reading comprehension
skills for primary school students. Texts account for a small amount in the corpus

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system but have been specified into specific requirements to be met in the output
standards in each class.
How do I improve the capacity to teach reading comprehension of information
texts for teachers and the ability to receive information texts for primary school
students? How to organize teaching reading comprehension of this type of text?
Those are the questions the researcher wants to ask in this article to improve the
quality of teaching reading comprehension for 2nd-grade students through
Vietnamese learning book 2 - "Ket noi tri thuc voi cuoc song"
Recognizing the importance of information texts in teaching reading
comprehension for primary school students and based on the reading comprehension
requirements of this text in the 2018 Vietnamese Curriculum, within the framework
of this topic, focused on clarifying some concepts (reading comprehension, reading
comprehension ability, informative texts), pointing out the role of reading
comprehension of information texts for 2nd-grade students, surveying the
characteristics of reading teaching content. Understood in the program, textbook
Vietnamese 2 - the book series "Ket noi tri thuc voi cuoc song." Since then, the
researchers have proposed ways to organize teaching information texts in the

Vietnamese language curriculum for grade 2 through the book series "Ket noi tri thuc
voi cuoc song" to guide the students' cognitive process to construct the meaning of
the text actively and actively.
2. The aim of the study
The aim is to study and find out how to organize the teaching of literature and
information in the Vietnamese language curriculum for grade 2 through the book
series "Ket noi tri thuc voi cuoc song" to guide the students' cognitive process to
master the language, construct the meaning of the text in a positive and active way.
Through that, students can form and develop skills in using Vietnamese (listening,
speaking, reading, writing) in which reading is considered the top skill.
3. Research objects and subjects
The object of the research is the information text and the Vietnamese book
series “Ket noi tri thuc voi cuoc song” grade 2.
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4. Research mission
Research tasks include:
● Studying the theoretical and practical basis of the topic
● Studying methods to develop reading comprehension and information for 2nd
graders Vietnamese book series "Ket noi tri thuc voi cuoc song"
● Experimenting with teaching, reading comprehension, and text information for
grade 2 students in Vietnamese book series " Ket noi tri thuc voi cuoc song"
5. The scope of the study
The topic delves into the study and research on teaching direction information
texts for 2nd-grade students, a set of Vietnamese books "Ket noi tri thuc voi cuoc
song."
6. Research methods
To complete this scientific research, we used the following research methods:
6.1 Theoretical research methods

Methods of collecting theoretical sources: Studying several documents,
materials related to teaching direction information text for students in grade 2
Vietnamese book series "Ket noi tri thuc voi cuoc song". Methods of total analysis of
multi-collected data sources.
6.2 Practical research methods
Methods of observing students' activities, communicating with teachers; attend
time, observe the expressions of teachers and students (in terms of perception,
attitude, behavior)
6.3 Statistical methods
Statistical methods of information text contained in textbooks episode 1 and 2
to help easily identify the topics as well as the readings of the textual texts. From
there, it will help teachers and students actively search and research about information
text.
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7. The significance of the study
In the Primary Vietnamese curriculum, information texts usually have the
following categories: rules, single words, letters, lists, reports, news, table of
contents, and texts that present and explain relevant issues. historical, cultural, and
social. All genres are extremely useful, popular, and important in people's lives.
Primary school is at the age of being curious about the world around, wanting to
discover the miracles outside of school and family life, teaching information texts
helps students to be interested in learning and have knowledge of nature, society,
science, etc.
8. The organization of the study
In addition to the "Introduction", "Conclusion" and "References", the main
content of the thesis is presented in three chapters:
Chapter 1: Theoretical and practical basis of the topic
Chapter 2: Guide to organizing the reading of information texts for 2nd graders

CHAPTER 1: THEORETICAL AND PRACTICAL BASIS OF THE TOPIC
1.1 Literature review
For a long time, the idea of reading comprehension has been flourishing and
developing from ancient times until later to been focused on research to be associated
with the needs of modern life of people. Reading comprehension is an active
cognitive process of people to help them evaluate, enjoy works, and express their
thinking style through intuitive and hunch contemplation. This process will be about
character education, qualities, and cultural competency training for students.
Moreover, teachers can pay little attention to the amount of literary knowledge but
pay more attention to basic and essential knowledge so that students can better apply
it in reading comprehension. Thus, the reader understands what the text was written,
what information there is, and how that information applies to practical life.
Reasoning and reading comprehension do not stop with abstract generalizations about
nature; the process of cognitive thinking will go from vivid visualization to abstract
thinking and lead to practical life. We can understand that man is a high-level animal
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and possesses intelligence. Wisdom must be competently incorporated into human
thinking. Reading comprehension works must always be created so that readers learn
and see the meaning and content of the text. Each reading text includes logic, feeling,
generalizing, evaluating, feeling, and judgment. In addition, it also reflects and raises
fundamental issues of life and society. Therefore, reading comprehension is an
important task. It encapsulates recognizing the form of words — what is considered
a signal. To understand someone else's discourse is to find its place in the
corresponding context. All understanding is directed towards a positive purpose and
expects the response of the listener and reader. Therefore, all understanding of the
idea of the work is due to dialogue in communication from the author's work with the
reader. Thereby, readers will notice the meaning of the work as the interaction
between the writer and the text based on words. Reading comprehension is considered

one of the essential skills in human language, so reading comprehension of
information texts is also content that attracts research from many educational
scientists and linguists in the world and our country.
The field of reading and understanding information texts has emerged strongly
and achieved many outstanding achievements. Many works of general nature with
large capacity even have summaries edited into volumes to update and supplement
topical research; each volume with a large capacity has proved the attractiveness and
multifaceted of the problem and the psychology of researchers.
In Vietnam, the term reading, and comprehension appeared in the curriculum
of high school teachers from 2000 to 2002, demonstrating the innovation of teaching
information texts. Many educators have focused on this issue, such as Nguyen Thanh
Hung, Tran Dinh Su, Nguyen Thai Hoa, Nguyen Thi Hanh, Pham Thi Thu Huong,
and Nguyen Thi Hong Nam, along with several other researchers. The authors have
published many research papers and articles related to the problem of reading
comprehension of information texts in primary school, which are printed in
prestigious books and journals. Absorbing research achievements in the world,
reading comprehension researchers in Vietnam have recognized and analyzed to
clarify the complex nature of reading comprehension activities at many levels, such
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as cognitive level, psychological level, cultural level, and the pedagogical level. The
concept of reading – comprehension is also considered through different angles, such
as key concepts of reading – comprehension; response and response in the process of
reading–reading comprehension; reading – comprehension theory model; reading
comprehension skills. In this form of reading – comprehension, readers' creative and
active role, including student readers, is more clearly expressed than ever. Research
on reading comprehension and teaching reading comprehension in primary school
has the following typical authors and works:
Author Nguyen Thi Hanh in Teaching reading comprehension in primary

school (Hanoi National University Press, 2002) said: Teaching reading
comprehension helps equip students with an important skill not only within
Vietnamese subjects. If people have reading comprehension skills, they will have
access to reading culture and then have the necessary education and experience. In
addition, author Le Phuong Nga in the work Vietnamese teaching methods in primary
school 2, mentioned the tasks to be done when organizing the reading process for
primary students, including understanding the topic of the text, understanding the
lesson name, words, sentences, paragraphs, Clarify the main idea of the text, practice
text response skills.
Alternatively, in the Journal of Education, No. 495 (term 1-2/2021), author Do
Xuan Thao, in an article titled Teaching reading comprehension of information texts
in primary school said: "Meanwhile, the practice of teaching reading comprehension
of information texts shows that: basically, we read this type of text to acquire common
scientific information or knowledge, turn it into your knowledge to use in learning
and life. That purpose alone makes reading information texts different from reading
literary texts." Informative texts provide a wealth of helpful information about many
areas of science. When students acquire information through information texts, they
will have a rich source of understanding and knowledge about life. "Read not only
with technology but also with the soul; read with the cultural contract, with a
consistent experience. Reading literature is reading people, reading the writer's
personality to perfect his personality.
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Furthermore, therefore, each image and every detail in the work is also a hint
for visualization, imagination, and comparison for the reader to perceive. Read
literature to see people, to see times." That is the opinion of author Nguyen Trong
Hoan about the role of reading comprehension for people in general and students in
the article "Some opinions on reading comprehension of Language Arts texts in high
school" (Journal of Education, No. 143, 1/8).

The author Tran Dinh Su approved the article "Literary Texts and reading
comprehension, printed in the Teacher Training Document of the School of
Philology." (2013) emphasizes that reading activity is the most critical stage in
teaching Language Arts today because this activity connects to fostering reading
ability, interrogation, fostering thoughts, emotions, and noble personality. The above
works only stop at the level of studying the concepts and importance as well as the
role of reading comprehension in Vietnam; this is the suggestion for us to continue
our topic: Research on teaching reading comprehension of information texts for 2nd
graders through Vietnamese learning book 2 – "Ket noi tri thuc voi cuoc song."
1.2 Rationale of the topic
1.2.1 Some basis concepts
1.2.1.1 Reading
Reading is looking at written symbols and letters and understanding their
meaning. It is one of the four primary language skills: listening, speaking, and
writing. Reading is usually the third language skill students learn in their native
language - it comes after listening and speaking.
When we read, we look at written symbols (letters, punctuation, spaces) and
use our brains to convert them into words and sentences that have meaning to us. We
can read silently (in our heads) or aloud - speaking every word we read.
To be able to read, we need to be able to:
- Identify the words we see (word recognition)
- Understand what they mean (comprehension)

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- Connect words and their meaning so that reading is automatic and accurate
(fluency).
Sometimes, it can be possible to decipher the meaning of writing without
identifying all the words. It is most common when reading someone's handwriting,

which might be messy. People can still make out the main point of their words, but
recognizing some words takes time and effort.
Students can also identify words that need to be understood. It can happen when
students encounter a new word that they have never seen before. It is possible to
decode and sound it out, but the only way to make meaning from it is to look at the
context in which the word is used or to look up the definition of it in a dictionary or
on the Internet.
In some cases, it is impossible to make any meaning from them at all! For
example, Lewis Carroll's classic poem The Jabberwocky is famous for using
nonsense words. When we read the poem, we can identify and pronounce the words
on the page, but they are mostly nonsense.
Reading fluency brings word recognition and comprehension together. It is the
last main skill that's needed to be able to read. Fluency allows students to read
smoothly without getting stuck on their words. It can take much time and practice for
many readers to become completely fluent. Some teachers may use echo reading to
help children develop fluency. Even then, some texts can take advantage of our need
for fluency by adding extra spaces that make us pause.
Overall, reading involves using the skills of word recognition, comprehension,
and fluency together. Reading is a receptive skill that allows us to receive
information. As people read this, they should receive information and learn
something new (or reinforce what they already know). Being able to read gives people
access to a wealth of information not accessible to them before. People can learn and
discover new things and widen their vocabulary. Reading also allows us to access
stories from around the world. Stories help shape children (and adults), and they have
proven to make us more empathetic. Reading stories lets us step into somebody else's
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shoes and shows us a new perspective of the world that we might have never seen or
considered. Reading is not just crucial for enjoying literature (though being able to

read novels and poems is a benefit!). It helps in every aspect of life.
For children in school, reading is essential for every subject, not just English.
In math, reading is vital for understanding word problems. In science, people need to
be able to read and comprehend the instructions before they begin an experiment.
Beyond education, reading is vital for everyday life. We read all the time
without even realizing it. We read road signs, instructions, and packaging on food
words are everywhere!
1.2.1.2 Reading comprehension
" Reading comprehension" is a topic studied by many authors; each person's
different eyes and approaches have different conceptions: "Reading comprehension
is the activity that occurs concurrently with information capture and cognitive reading
to understand what read and comprehend the text's impact" (Duong Thi Huong,
2015). "Reading comprehension is a communicative activity in which the reader
comprehends written speech to change his understanding, feelings, or behavior."
(Nguyen Thi Hanh, 2002). "Reading comprehension " specifies the act of reading and
the purpose of reading to understand. This concept consists of two elements of
reading and understanding that are related to each other." (Hoang Bach Viet, 2019).
Although each author has a different view of "Reading Comprehension," the
concept of it still has something in common: the interaction process between the
reader and the text. After "reading," readers will switch to "understanding" by using
cognitive manipulations, thinking, and understanding to absorb text information.
Therefore, after each reading comprehension text, we will see questions and ask the
reader to respond to the text. The reading process is only effective when the reader is
active and interested in reading and understanding the text.
Reading comprehension is not only done when studying Vietnamese and doing
exercises but also practiced daily. Therefore, reading comprehension is a skill and a
capacity - reading comprehension ability. Reading comprehension ability "includes
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the

following

components:

Knowledge

of

texts,

strategies

for

reading

comprehension; skills in performing actions, reading comprehension; Willingness to
perform academic tasks, life tasks that require reading comprehension" (Nguyen Thi
Hanh, 2014). According to Pisa (2015): Reading comprehension is the ability to
understand, use, reflect, and relate to written texts to achieve goals, develop
knowledge and potential, and participate in society.
Through the above two concepts, reading comprehension is the ability to
decipher text to understand the content and message the text wants to convey. Along
with that is to combine the process of understanding oneself and then responding to
the text, using the text in solving personal and life problems through one's knowledge
to achieve specific goals that have been set.
1.2.1.3 Information text
Reading comprehension is a requirement for all readers with different types of

texts, including reading comprehension of information texts - one of the essential
types of texts in the life and learning of students. Many research authors have
different conceptions and approaches to information texts. Author Do Xuan Thao
(2021) said that information texts mainly provide information about people, things,
and phenomena or guide activities based on objective data, facts, and scientific
knowledge. Unlike literary texts, information texts are primarily written to convey
information or knowledge: "Basically, we read this type of text to transform the
information or knowledge in the text into our knowledge to always use it in learning
and life or as material for the future." (Pham Thi Thu Hien, 2014). That purpose alone
makes reading information texts different from reading literary texts. With
information writing, the goal of reading comprehension will be to develop in students
the ability to read correctly and critically with texts written and presented in different
forms and methods to receive and process information for daily communication,
learning, and productive labor, contributing to improving learners' knowledge and
life skills. With literary texts, the goal of reading comprehension will be to give
students the ability to perceive and enjoy literature. These competencies will foster
and enhance learners' cultural capital through their understanding of language and
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literature. Since then, it has educated, formed, and developed students' pure and noble
humanistic thoughts and feelings since then.
Informative texts often appear in textbooks of subjects, brochures,
newspapers, websites, Etc. So, it can be traditionally printed texts or digital ones.
1.2.1.4 Teaching organization
Teaching became a profession in the landmark work of A.M. Carr-Saunders
and P.A. Wilson (1933), who identified sixteen professions, including teaching. As
we can recall from an earlier discussion, teaching is based on a body of knowledge.
Teaching practitioners pass through a rigorous path of discipline orientation before
being brought into the teachers profession. They commit themselves to the cause of

teaching throughout their life. A code of conduct binds them. After assessing their
occupational situation, people pursuing a profession come to associate in a
'professionally meaningful' fashion. Such professional organizations promote the
professionalization of the occupation by contributing towards professional identity,
solidarity, autonomy, and status.
Thus, teachers' organizations are formed to promote their members' interests
through political and social action, collective bargaining, publication, conferences,
and training. They foster the welfare and security of their members, facilitate
information exchange, and generate and promote codes of conduct. Some of them
even openly operate as direct pressure groups in the formulation of public policy.
Teachers' organizations vary in membership, internal governance, goals and
activities, and effects. These variations are found among nations, organizations within
nations, and over time within individual organizations.
The teachers' organizations provide an opportunity for teachers to participate
in the affairs of the profession, serve as a liaison between teachers on the one hand
and the administrators and the public on the other, and assist in legislative campaigns
has been recognized. Thus, it would be difficult to exaggerate the importance of
teachers' organizations for the effective functioning of teachers as professionals.

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The National Policy on Education (1986), highlighting the role of teachers'
organizations, states that teachers' associations must play a significant role in
upholding professional integrity, enhancing the teacher's dignity, and curbing
professional misconduct. National-level associations of teachers could prepare a code
of professional ethics for teachers and see to its observance. The Curriculum of
Action document (November 1986), which followed the National Policy on
Education, reemphasizes that "strong, unified and responsible teachers' associations
are necessary to protect the dignity and rights of teachers and ensure proper

professional conduct of teachers. It is advisable to encourage the development of such
associations. Professional associations of teachers should be encouraged to develop
an awareness of teachers towards their professional growth and development. It is
necessary to stress the need for the democratic functioning of all organizations in the
absence of which they tend to break into small groups, and their credibility and
capacity to serve the cause suffers" (NPE, 1986: 23.10)
1.2.2 Psychological characteristics of grade 2 students and the process of learning to
read and understand information texts
Generally, primary school students, especially 2nd graders, have a common
psychological trait of being adaptable, receptive to new things, and always looking to
the future. Children are attracted to information and social knowledge, so when
reading information texts, they are interested and want to learn about them. However,
this age group also lacks high concentration, memory, and conscious attention, needs
to be well-developed, and easily shows hyperactivity and emotion. Children
remember quickly and forget quickly, so when they must read texts that provide too
much information, they cannot remember important information.
Moreover, students' perceptions reflect specific, intuitive properties of things
and phenomena and occur when they directly affect the senses. With illustrations that
help students easily remember information and knowledge. Therefore, grade 2
computer materials often have pictures, photos, and examples containing necessary
information. Not only is the development of perception, but the intentional attention
of primary school students could be more vigorous; the ability to adjust attention has
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a strong will. Year 2 students will be drawn to the information they like and may miss
other information when reading the text. Memory plays a vital role in students' lives
and activities, thanks to memory, students can accumulate that experience to apply in
life. Visual-figurative memory develops more prevailing than verbal-logical memory
for primary school students.

The thinking of new school children is concrete thinking based on the intuitive
characteristics of specific things and phenomena. The ability to analyze, synthesize,
abstract, generalize, judge, and the reason is not good, so the pictures, photos, and
questions after the information reading help guide second graders' thinking and
reasoning skills.
Primary school students often have many good personality traits, such as
innocence, inquisitiveness, sympathy, and altruism. Affection is an essential aspect
of every person's psychological and personal life. Affection is a special place for
primary school students because it is a critical stage in connecting consciousness with
children's activities. Positive emotions stimulate a child's cognition and motivate him
to be active. Primary school students' feelings form in their lives and learning process.
Therefore, the class 2 information text topics, such as Family, Nature, and Fatherland,
are close and familiar but extremely important. Grade 2 students will improve their
understanding and knowledge of familiar topics through information texts to build
more feelings and good actions.
1.2.2.1 Perceptual
The period between 6 and 8 years of age is one of the significant cognitive
changes for children. Children begin to have a change from preschool to adolescence,
from a life dominated by fantasy to a life that begins to be dominated by logic and
reason. Children begin to see themselves as more autonomous individuals, capable
of solving fundamental independent problems. When children recognize the "right"
way of doing things, they invest more time and energy in getting things done in the
expected way.
Children 6 to 8 years old can better understand the relationship between cause
and effect. Children begin to see how their actions affect others, even though they
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still appear self-centered. Children need to be aware of right and wrong at this point,
requiring proper guidance from parents and teachers.

When it comes to cognitive development at this age, it is impossible not to
mention the following:
- Improve listening skills and the ability to follow instructions.
- Children's drawings will be more sophisticated and focused on details.
- Understand what is related to each other and be able to present an issue coherently.
- Moving towards abstract thinking, children can look at pictures and tell a story
according to their rich imagination.
Developing reasoning skills, the adult may be surprised when children's 6-year-old
reasoning tells them about a problem. Memory is also improved, and grouping objects
by size, shape, and color is possible. Children already understand numbers and cando simple math problems such as addition and subtraction.
1.2.2.2 Thinking
Thinking is deeply emotional and predominates in intuitive thinking and action.
Thinking qualities gradually shift from concrete to generalized abstract thinking.
At the beginning of primary school, the imaginary image is simple,
unsustainable, and changeable. Through this, educators must develop children's
thinking and imagination by turning "dry" knowledge into emotional images, asking
them open-ended questions, engaging them in group activities and group activities so
that they can develop their rational cognitive process comprehensive.
1.2.2.3 Fantasy
The imagination of primary school children has grown richer than that of
preschool children thanks to their developed brains and increasingly seasoned
experience. However, their imagination still bears some of the following salient
features:

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At the beginning of primary school, the imaginary image is simple,
unsustainable, and changeable. Through this, educators must develop children's
thinking and imagination by turning "dry" knowledge into emotional images, asking

them open-ended questions, engaging them in group activities and group activities so
that they can develop their rational cognitive process comprehensive.
1.2.2.4 Remember
The figurative type of visual memory prevails over verbal memory - logical.
Stage 1,2 machine mnemonics develop relatively well and are more dominant than
meaningful memorization. Many students do not know how to organize meaningful
memorization, do not know how to rely on fulcrums to memorize, do not know how
to generalize or build an outline to memorize materials.
Understanding this, educators must help children know how to generalize and
simplify all problems, help them determine what is important content to remember,
the words used to express the content to remember must be simple to understand,
easy to grasp, Easy to memorize and especially must form in children the psychology
of excitement and joy when remembering knowledge.
1.2.2.5 Language
Most primary school students have fluent spoken language. When children
enter grade 2nd, written language begins to develop. Thanks to language development,
children can read on their own, learn on their own, be aware of the world around them
and discover themselves through different information channels.
Language plays a very important role in children's sensory and rational
perception processes, thanks to language, children's feelings, perceptions, thinking,
and imagination develop easily and are expressed specifically through children's
spoken and written language. On the other hand, through a child's language ability, it
is possible to assess the child's intellectual development.
Language plays such a very important role, so educators must improve
children's language skills at this stage by directing children's interest in verbal and
non-verbal books, be it literature, comic books, fairy tales, etc Children’s newspaper.
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At the same time, you can also tell children or organize storytelling contests to read

poetry, write newspapers, write stories, teach children how to write in a diary, ... All
of them can help children acquire a rich and diverse language.
1.2.2.6 Attension
At the beginning of primary school, children's intentional attention is weak,
and their ability to control and control attention is limited. At this stage, unintentional
uncle prevails over intentional attention. Children currently are only interested in
subjects and lessons with vivid and attractive visual aids, many pictures, games, or
beautiful and gentle teachers, …. Children's attention span is weak and unsustainable,
unable to concentrate for a long time and easily distracted during learning.
Knowing this, educators should assign children tasks or assignments that
require their attention and should be limited in terms of time. Pay attention to apply
flexibly according to the early or late primary school age and pay attention to the
individuality of the child, this is extremely important and directly affects the
educational outcome of the child.
1.2.3 Position and role of teaching reading comprehension of information documents
for grade 2
Information texts are very popular and useful texts in everyone's learning and
life, especially for primary school students. The content of information texts has a
high effect in forming and fostering life skills, developing comprehensive
competencies for students. Informative texts will help students learn learning
methods, learning to work, learning to live life with relationships with people and
nature, learning to affirm their own values in life. Along with reading comprehension
of literary texts, teaching reading comprehension of information texts will help
students become capable of reading to meet the requirements of learning and life.
Information documents in the Vietnamese Primary curriculum mainly have
types such as: rules, letters, letters, lists, reports, news, table of contents, presentation
documents, explanations of historical, cultural, and social issues. Most genres of
information texts are presented objectively, honestly, without fictional, imaginary
elements; through this text, the reader, the listener understands exactly what is
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described, introduced. Primary school students are at an age when they are curious
about the world around them, want to discover miracles outside of school life, family,
teaching information texts to help students be interested in learning and have
knowledge about nature, society, and science, ... In the Vietnamese curriculum in
grade 2, information texts are documents introducing animals, utensils, documents
guiding a simple activity including symbols, information texts can be student lists,
book table of contents, timetables, timetables. Information texts are about 110-140
words in length. Thereby, information texts provide simple knowledge and skills
(heliographic), suitable for age psychology so that students can easily absorb
knowledge.
When teaching information texts to primary school students, it is required that
teaching activities "extract" information from the text are significant for life skills
education for students in a particular situation; form and generalize a general
understanding of texts; explain to

students the content and form of the text copy;

thereby, inculcating the information and knowledge that the text contains has the
effect of developing the capacity of learners.
1.2.4 Requirements for reading comprehension skills of grade 2
Reading comprehension is a very important goal in the Vietnamese curriculum
2018. The following are some requirements for reading comprehension of
information texts for grade 2 students, stipulated in the Vietnamese curriculum 2018:
Content comprehension:
+ Know how to state and answer questions about outstanding details of the text such
as: Who? Something? What to do? When? Where? How? Why?
+ Based on suggestions, answer: what the text is written about and what information
is worth noting.

Reading Comprehension Form:
+ Identify some types of simple and common information texts through the
characteristics of the text: Book table of contents, list of students, timetable,

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