Exploiting some reading comprehension strategies to enhance reading skill of 11th form students

TABLE OF CONTENT
TABLE OF CONTENT…………………………………………………………………………… 1
PART I: INTRODUCTION……………………………………………………………………...

2

1.

Statement of the problem and rationale for the study……………………………………… 2

2.

Objectives and scope of the study…………………………………………………………. 2

PART II: DEVELOPMENT………………………………………………………………………

3

1. Literature Review ……………………………………………………………………………..3
1.1.

Reading comprehension…………………………………………………………… 3

1.2.

Reading strategies…………………………………………………………………. 3

1.3.

The importance reading strategies……………………………………………

5

2.

Current situation of learning reading skill……………………………………………..

6

3.

The ways to exploit reading comprehension strategies to enhance students’ reading skill. 6
6

3.1.

Teaching process……………………………………………………………

3.2.

Pre – test………………………………………………………………………….. 10

3.3.

Post – test……………………………………………………………………

11

4. Results and discussion………………………………………………………………………. 11
4.1. Results………………………………………………………………………………

11

4.2. Discussion……………………………………………………………………………..

12

5. Teaching implications…………………………………………………………………………. 13
PART 3: CONCLUSION…………………………………………………………………………

14

REFERENCES …………………………………………………………………..………………….15

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PART I : INTRODUCTION
1. Statement of the problem and rationale for the study
Teaching a foreign language in general and English in particular requires
great knowledge, experiences and efforts.
According to Carrell (1984:1), “for many students, reading is by far the most
important of the four macro skills, particularly in English as a second or a foreign
language”. Reading is an essential part of language instruction at every level
because it supports learning in many ways. Firstly, reading material is a language
input. Students given a variety of materials to read have many opportunities to
absorb vocabulary, grammar, sentence structure and discourse structure. Secondly,
reading for content information in the language classroom provides students with
both authentic reading material and an authentic purpose for reading. Finally,
reading helps students broaden their knowledge of the lifestyles and worldviews of
the people whose language they are studying.

Researchers believe that teaching productive reading strategies motivate
students to read and facilitate reading comprehension (Anderson, 2003; Eskey,
2002; Grabe, 2004). It also appears that good students apply a variety of reading
strategies to their learning. Therefore, the importance of teaching reading strategies
is to not also facilitate students’ reading process but help student enrich their
vocabulary and grammar as well.
What is more, in the context of the upper secondary school, reading is even
more important than other three skills of speaking, listening, and writing. The
reason is that students have to take the examinations, which are grammar- and
reading- based. However, the students’ reading proficiency is not satisfactory.
Thus, this study is conducted to apply some reading comprehension
strategies to the eleventh form students (the only class that the researcher is
incharge of this school year). Although almost all students have learnt English since
grade six, many of them do not know or use appropriate reading strategies yet. As a
result, they can become easily frustrated when they do not understand what they are
reading, and they become demotivated.
For the above-mentioned factors, the researcher attempted to conduct a study
named “Exploiting some reading comprehesion strategies to enhance reading
skills of 11 form students”.
2.Objectives and scope of the study
Firstly, the research is carried out to exploit some reading comprehension
strategies to the 11 form students. Then, the results will reveal some suggestions to
enhance students’ reading skill.
Secondly, high school students have to be taught all four skills including
reading, speaking, listening, and writing. However, it is because of the large size of
the class and test – oriented that English lesson focuses more on reading. Thus, this
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research only put the emphasis on reading strategies of the 11 form students of the
school year 2016– 2017.
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PART II : DEVELOPMENT
1. Literature Review
1.1.Reading comprehension
In teaching reading, it is necessary for both teachers and students to have a
deep understanding about the definition of reading comprehension.
Reading comprehension can be understood as the ability to obtain the
information as required in the reading text as efficiently as possible. Different
scholars offered various points of view on the definition of reading comprehension.
Roe, Stoodt and Burns (1987:2) proposed that “reading comprehension is
reconstruction, interpretation and evaluation of what author of written content
means by using knowledge gained from life experience”.
Ur (1996:148), on the other hands, stated that effective reading
comprehension is a process with the elements as follow:
• a clear purpose in mind
• an enhanced motivation
• appropriate reading comprehension strategies based on the
purposes and motivation
• good prediction
• sufficient background information and vocabulary
• close attention to the significant bits
• fairly high speed
From these opinions, what comes up as a common point is that reading
comprehension is not only simply understanding what is written, but also is what

stimulates students to remember from their experiences. That knowledge is then
used to get meaning out of printed page, but in the mind of the readers, which
included facts, emotion, belief and critical evaluation. It can be concluded that
reading comprehension is the process of understanding what is conveyed in the
text. That means, the readers (or the learners), as they read, can recognize the
graphic forms of the reading text and understand what is implied behind these
forms.
1.2.Reading strategies
1.2.1. Definitions
Much attention has been paid to the study of reading strategies and there are
a number of definitions of reading strategies.
According to Cohen (1986), reading strategies refer to those mental
processes that readers consciously choose to use in accomplishing reading tasks.
Supporting this idea, Brantmeier (2002) defined reading strategies as the
comprehension processes that readers use in order to make sense of what they read.
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Oxford, Levine & Crookall, (1989) indicated that reading strategy is reading
technique and study skill which makes reading more effective and facilitate
learning. They also elaborated that reading strategies is a process used by the
learners to improve reading comprehension and overcome comprehension failures.
In short, although many different definitions were given, what can be come
up with is that all the above mentioned definition supported each other. What is
more, reading strategies can be defined as the ways show readers how to manage
their interaction with the written text to comprehend and learn new information
from the reading texts effectively.
1.2.2. Classifications
Oxford (1990) identified six components of reading strategies as follows:
• Prediction

• Skimming
• Scanning
• Inferring
• Guessing the meaning of new words
• Self – monitoring
There are other scholars who support Oxford’s classification of reading
strategies such as Grellet (1986), Kristin, Leah, & Soro (2009) and Smith (1994).
Each of the strategies is as below:
• Prediction
Prediction refers to the technique of using the readers’ prior knowledge to
guess the meaning or the message of the text from the topics, pictures, key words,
or constructions. It is one of the most effective factors that motivate students to
read and understand the meaning of the context (Oxford, 1990).
• Skimming
Skimming refers to the technique of reading passages quickly in order to get
its gist. In skimming, readers do not look for specific information but only for
general information (Grellet, 1986).
• Scanning
Scanning is quite similar to skimming in that both of them require a quick
glance of a text. The difference is that in skimming, readers try to get the general or
main information of the text but in scanning, the readers would like to obtain
specific information. In scanning technique, readers are looking to find particular
information – the answer to his/her questions.
• Inferring
Inferring refers to activities of reading between the lines which means that
readers need to know how to get the message from the words and sentences in a
text. So, inferring is defined as the interaction between words in a sentence/phrase
or between sentences or phrases (Kristin, Leah, & Soro, 2009).
• Guessing the meaning of new words
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Guessing the meaning of new words helps readers to read and understand
text quickly because difficult words usually create problems for students and are
obstacles in reading comprehension (Smith, 1994).
• Self-monitoring
This strategy allows readers to regulate their reading. Awareness of using this
strategy helps learners to solve their problems in reading.
On the other hand , Anderson (1999) divided reading strategies into six sub
types including (1) A. activate prior knowledge, (2) C. cultivate vocabulary, (3) T.
teach for comprehension, (4) I. increase reading rate, (5) V. verify reading
strategies, (6) E. evaluate progress.
In conclusion, different scholars classified reading strategies using different
terms, and not in all contexts can learners apply all the above mentioned reading
strategies. They rather base on the purposes of reading to utilize one/ some/ or all of
them to read.
This study adopted Oxford’s classification of reading strategies.
1.3. The importance reading strategies
Hence, the importance of reading strategies should be aware of.
Reading strategies are important as they help readers to reach their reading
goals and achieve good results in reading (Block, 1986). As such, students or
readers who do not use any strategies in reading usually face difficulties in reading
comprehension.
Regarding the importance of reading strategies, readers often encounter
problems in reading the text and have difficulties in understanding the meaning of
the context but reading strategies help them in learning foreign language and
reading comprehension. In fact, students will be able to relate newly acquired
information to their prior knowledge in context areas which is an essential part of
reading comprehension skill.
According to Dehnad (2005), reading strategy provides learning

opportunities, facilitates learning and recalling of information as well as
strengthening the reading comprehension ability of language learners. Learners
need to be explicitly taught how to properly use reading strategies to monitor their
reading comprehension. Through the employment of reading strategy such as metacognitive instruction in English class, EFL learners will be able to improve their
reading comprehension and experience a higher level of competency which will
further motivate them to read on a regular basis (Block, 1992).
Chamot (2005) stated that students have their own preference of strategy, but
in order to become motivated and selective strategy users, EFL learners should self
monitor their reading strategy. In other words, EFL learners need to consciously
know what and when to apply appropriate reading strategy when comprehension
fails.
All in all, it can not be denied that reading strategies are of great importance
towards second language learners. Hence, students should be exposed to multiple
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reading strategies as well as the appropriate use of those strategies for better results.
In addition, students should be taught to become more aware of their own reading
behavior and the processes involved in reading to employ the reading strategies
effectively.
2. Current situation of learning reading skill
This school year, I am in charge of only one 11 from class including 12 boys
and 32 girls.
After a few reading lessons, I observed students’s performances, wote down
students’ mistakes, difficulties, strengths and weaknesses to understand the
situation of how my students can apply reading comprehension strategies while
learning reading, and the problems are as below:
It can be seen that although students have learnt English for many years, they
come from different schools with different teaching methods. Therefore, their
levels and proficiency also vary. Additionally, in such context of large class size

and short period of time, not all students can achieve the goals, understand and
remember the information of the reading texts. Besides, there remained some
students who started reading at the beginning and went word by word, stopped to
look up every unknown vocabulary item. Additionally, many of the students had
obstacles regarding grammatical structures in reading comprehension lessons. That
is to say, many of them do not know or use appropriate reading strategies yet.
From the problems above, I decided to teach reading skill with the use of
reading comprehension strategies as well as apply pre – test and post- test to figure
out the effectiveness after applying reading comprehension strategies to reading
lessons.
3. The ways to exploit reading comprehension strategies to enhance
students’ reading skill.
3.1.Teaching process
The study adopted Oxford’s classification of reading strategies including
prediction, skimming, scanning, inferring, guessing the meaning of new words, and
self- monitoring. These strategies can be applied throughout three stages of reading
lessons.
Below are some of reading tasks extracted from my reading lessons with the use of
reading comprehension strategies in order to enhance students’ reading skill.
• Prediction
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Prediction means using knowledge of the subject matter to make predictions
about content and vocabulary and check comprehension; using knowledge of the
text type and purpose to make predictions about discourse structure; using
knowledge about the author to make predictions about writing style, vocabulary,
and content. To use this strategy, I got Ss to preview the headings and illustration to

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get the main idea of the text before reading. Also, I asked Ss to relate prior
knowldege to the information of the text they are reading.
• Skimming
Skimming is a process of speed reading for getting general meaning: quickly
getting the gist or overview of a passage or book.
With this strategy, I could apply to some kinds of tasks like complete the summary,
or matching the headings to the paragraphs.
Unit 15: The Space Conquest
Task 2: Match the headings to the paragraphs
Time: 7 minutes
Method: individual work – pair work and whole class
- I instructed Ss to read the first paragraph carefully and try to sum up, in the
Ss’ own words, what it is about. Then Ss should search through the list of headings
provided in the task to find the most suitable answer and m ake sure the heading
chosen sums up the entire paragraph and not just one idea within it.
- Then I called on some Ss to give their answers and asks other Ss – to say
whether they agree or disagree. Then, I gave feedback and the correct Answers:
Paragraph 1: B Paragraph 2: D Paragraph 3: E
Paragraph 4: C Paragraph 5: A
• Scanning
Scanning is a process of looking through a text very rapidly for specific
information.
When applying scanning strategy, students are enabled to deeply understand
the content of the reading passage. Some kinds of reading tasks such as answer the
questions, choose the best answer, scanning to find the reference, and decide
whether the statements are True (T) or False (F), etc. are often acquired by using
this strategy.
Unit 6: Competitions
Task 2: Answer the following questions

Time: 8 minutes
Method: individual work – pair work and whole class
- T asked Ss to read the 6 questions carefully to understand them and
underline the key words to decide what information they need to find in the text.
Then T got the Ss to go back to the passage and locate the key words, read around
the key words carefully to find the answer.
- T asked Ss to check their answers with their partners, and calls on some Ss
to tell and explain their answers.
Unit 8: Celebrations
Task 2: Decide whether the statements are true (T) or false (F)
Time: 6 minutes
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Method: Individual work – Pair work and whole class
- T instructed the Ss to read through the statements to get an idea about the
topic, and then read the statements carefully, underline the key words to understand
the main point.
- T asked Ss to search for the section of the text dealing with the idea or fact
and read it carefully to decide whether the statements are true or false.
Answer: 1. F
2. F
3. T
4. F
5. T
6. T
• Inferring
Inferring means finding clues and add those clues to what have been known or read
based on prior knowledge. To apply this strategy, I asksed Ss to use their
knowledge of grammar or vocabulary to help understand difficult parts in reading

texts.
• Guessing the meaning of new words
Guessing is using prior knowledge of the subject and the ideas in the text as
clues to the meanings of unknown words, instead of stopping to look them up.
Some types of tasks requiring this strategy are guessing the meaning of the words
in context, finding the synonyms/ antonyms, matching the words with their
definitions, and gap – filling, etc.
With this strategy, the teachers should ask students to work individually or in
pairs, scan the passage; locate the new words/ phrases. Then students read the
sentences holding the words/ phrases carefully and base on the context to guess
their meaning.
Unit 9: The Post Office
Task 1: Circle the letter (A, B, C, or D) before the word that has the opposite
meaning to the italicised word.
Time: 7 minutes
Method: individual work – pair work and whole class
T got Ss to locate the words in italic in the passage. Then T asked Ss to read
around these words so that they can guess their meanings.
For example, the word “speedy’ in line 3 in the paragraph about Express Money
Transfer is the same meaning as “quick”. Ss can get the meaning of “speedy”
thanks to such words as “express” and“quick”.
However, I noticed that some of the words in this Task are hard to guess
because the context is not helpful enough. Therefore, I gave Ss more instruction
and guide, for example, teaching them to combine different methods to deal with
difficult words. For example, for the word “spacious” occurring in line 2 of the first
paragraph, I guided Ss so that they see that this word may have a positive meaning
because it is used to advertise Thanh Ba post office. Advertisements often contain
positive words.
Looking at all the four options in the answer to Q1, Ss could see that A, B,
and D all have a positive meaning, so the answer should be C. Also, “spacious” is

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related to “space”, so it may mean “having a lot of space”. “Cramped” means
“narrow”, so it should be the answer.
– T got Ss to do the task individually, then discuss the answers in pairs, and
finally T checks the answers with the whole class.
Answer:
1. C 2. B 3. D 4. C
Unit 16: The Wonders of the World
Task 1: The words in the box all appear in the passage. Fill in each blank with a
suitable word.
Time: 7 minutes
Method: individual work – pair work and whole class
- T asked Ss to read through the words in the box. The words mysterious,
wonder and tomb are quite familiar with Ss, so T asked them to work out the
meaning of the rest three words. However, it is possible that Ss may just be able to
guess the meaning of chamber in context, based on the surrounding words and
sentences. T have to explain the meaning of spiral (xoáy trôn ốc) and ramp (bờ
dốc).
- T asked Ss to read through the sentences provided in the task to identify the
part of speech of the word to fill in each blank. For example, in sentence 1, 2, 3 and
4 the word to fill in should be a noun; in sentence 5 and 6 the word should be an
adjective.
- T asked Ss to read the first sentence carefully to understand the meaning
roughly. Read the words in the box to choose the most suitable one to fill in the
blank, paying attention to their right form and continue with the rest of the
sentences.
– T asked Ss to work individually to do the task. T goes around to help Ss
when necessary.

– T asked Ss to exchange their answers with other Ss and asks Ss for their
answers and tells them to explain their choices.
Answer:
1. tomb 2. wonder 3. ramp 4. chamber 5. mysterious 6. spiral
• Self – mornitoring
It is checking comprehension during reading. T can apply this strategy to all
three stages of reading lesson including before you read, while you read, and after
you read. At the first stage, T asks Ss to choose the reading strategies according to
their reading purposes. At the second stage, T gets Ss to read the comprehension
questions to decide important information that should be noted. What is more, Ss
need to skip the words that are not essential for comprehending the texts while
reading. Then, at the last stage, Ss are supposed to check if their answers to the
questions are correct or not after reading. Also, they need to summarize the main
ideas of the texts after reading.
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For instance, the T gets Ss to work in pairs/groups to use mindmap to
summarize the reading passage.
3.2.Pre - test
As mentioned above, after some first reading lessons, I took notice of
students’ lack of appropriate reading strategies. Thus, I decided to give the students
onepre – test to see how good their performances are. This test comprises of
questions that requires students to apply all strategies they have learned to fulfill it.
At first, the students were not given any intructions or guide, so they had to
do the test on their own. After that, I checked with the whole class, gave remaks
and carefully instructed them how to deal with each kind of question of the test.
- Factual questions: (Questions 1, 2, 3, 5, 6, 7,10) Students need to read the
question carefully, underline the key words. Then they have to scan the passage to
locate the information based on the key words, pay attention to synonyms and

antonyms. Next they have to read the information around the key words to find the
answer. With this type of question, correct answer is the one with exact
information.
- Negative factual questions: Students have to do all the steps as dealing with
factual questions but they should bear in mind that negative factual questions do
not hold the exact information or the information is not given in the passage. Thus
they have to eliminate three wrong answers and test the correct one.
- Vocabulary questions: (question 8) With this type of question, students have to
find synonyms or antonyms of one word/phrase in order to test students’ ability of
guessing words in context. The words can be totally new one or the old one with
new meaning. What students have to do is to skim the questions and four answers
and then scan the passage to find the word. Then they have to read the sentence
holding the word, basing on the context to guess the meaning of the word. They
also can translate quickly the sentence and replace four answers to choose the
mostmeaningful and logic word, pay attention to synonyms and antonyms.
- Reference questions (question 9): with this type of question, students must
scan the passage to find the pronoun, then find the noun(s) before the pronoun, bear
in mind grammar and logic meaning. It is noted that 80% answer is subject of the
stament, clause, etc before the pronoun.
- Inference questions: students need to read the questions carefully, underline
the key words, scan the passage and eliminate the answers based on key words.
- Finding main idea: (question 4) Students need to skim the passage from the
beginning to the end to have the overview of the reading text, and focus on the first
and last sentence of the passage. Then they have to read the 4 answers, underline
the key words and locate the answer in the reading text. The correct answer is the
one summarizing exactly the content of the passage. It is noted that this kind of
question should be done after all other questions are answered.
(Appendix 1)
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3.3.

Post - test
At the end of the second semester, and after students had chance to practice
applying reading strategies, I gave them one post test at one Optional lesson to
examine the fesability of what I have done. It is noted that the post – test had the
same form with the pre test. From that, the results would be compared and
contrasted later.
(Appendix 2)
4. Results and discussion
4.1. Results
Below are the result when the researcher applied each strategy:
• Skimming
Unit 15: The Space Conquest
Task 2: Match the headings to the paragraphs
Time: 7 minutes
Method: individual work – pair work and whole class
Total students Number of students got correct answer
42 students
26 students (61.9%)
•

Scanning

Unit 6: Competitions
Task 2: Answer the following questions
Time: 8 minutes
Method: individual work – pair work and whole class
Total students Number of students got all correct answers

42 students
31 students (73.8%)
Unit 8: Celebrations
Task 2: Decide whether the statements are true (T) or false (F)
Time: 6 minutes
Method: Individual work – Pair work and whole class
Total students
Number of students got all correct answers
42 students
30 students (71.4%)
• Guessing the meaning of new words
Unit 9: The Post Office
Task 1: Circle the letter (A, B, C, or D) before the word that has the opposite
meaning to the italicised word.
Time: 7 minutes
Method: individual work – pair work and whole class
Total students Number of students got all correct answers
42 students
36 students (85.7)
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Unit 16: The Wonders of the World
Task 1: The words in the box all appear in the passage. Fill in each blank with a
suitable word.
Time: 7 minutes
Method: individual work – pair work and whole class
Total students Number of students got all correct answers
42 students
27 students (64.3%)

As we can see from all the tables, the majority of the students did better
when they learned reading skill with the use of reading comprehension strategies
(61,9%, 73.8%, 71.4%, 85.7%, and 64.3%, respectively). This is because students
took part in the activities enthusiastically as well as understood and remembered
the lesson well by applying reading comprehension strategies flexibly and
appropriately.
• Results of the two tests:
The following table indicates the results of the test that the students have
before and after the explotation of reading comprehension strategies:
Pre test

Post test

% average marks < 5

61.9% (26 out of 42
9.5% (4 students out of 42
students)
students)
Mean
4.1
7.1
It is noted that, the students took the pre test without any instructions and it
can be inferred from the result that nearly two thirds of the students (26 students)
did not perform well at first. After the teaching and learning process, we can see the
scores of the post – test are far much higher than the pre test ( Mean pre – test = 4.1
in comparison with Mean post –test = 7.1) and only 4 students got bad marks
(below 5 points). In short, it can not be denied that the students made progress in
their reading proficiency. What is more, the differences in the students’
performances enable us to confirm that after applying reading comprehension

strategies to teaching and learning, the students made greater progress at the end of
the second term.
4.2. Discussion
The findings of this study show that when students use reading strategies,
they find that they can control the reading experience, and they gain confidence in
their ability to read the language.The more reading strategies readers employed
while reading, the better the comprehension.What is more, after reading lessons
which applied reading strategies, almost all students could understand and know
how to exploit them to read more effectively. Furthermore, the students got
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involved in the lessons actively and enthusastically, which would help improve
their reading’s proficiency.
5. Teaching implications
Based on the findings, some pedagogical implications are suggested as
follows:
As acknowledged by many researchers, teaching second or foreign language
readers how to use strategies should be part of every reading lesson.
Learning reading strategies refers to any sets of activities, stages, programs,
or techniques that help students to keep, achieve, or evaluate information (Wenden
& Rubin, 1987).
As for teacher, he/she should help their students know how to apply as many
reading strategies in their learning as possible. Additionally, it is highly
recommended that the teacher provide suitable activities for the students to focus
their attention of specific skills necessary for efficient reading. To make the learner
more interested in the reading activities, teacher is advised to select the reading
texts that were in the range of interest, or topics related to their everyday life. In
conducting the reading class, it is suggested that teacher should give a clear
explanation before starting to do each step of the reading comprehension activity.

As there are three main activities in a reading comprehension text including pre
-reading stage, while – reading stage, and post- reading stages, the role of the
teacher is closely related to these stages. At pre - reading stage, the teacher has to
make students be aware of what they are going to read and do during the lesson. In
order to incorporate the 2 pre-reading activities into the reading comprehension, the
teachers are advised to be cautious with time allocation. The pre - reading activities
should not take too much of the class time; rather a larger portion of the class time
should be sacrificed to the main reading activities. At while - reading stage, the
teacher’s main function is to offer help to students if necessary. At post - reading
stage, the teacher is considered as a guide or an adviser to help the students express
their own ideas through their understanding of the text. It will help students
understand the text efficiently, and at the same time improve considerably their
reading skills.
As regards students, it cannot be denied that they are the key factor to decide
the success of a reading lesson and they must take an active role as listener. They
need to to figure out the purpose(s) for reading, listen to the teacher’s instructions
and explanations carefully to find out the way of recognizing information and way
of deducing new words or grammatical structures. They must also be active and
flexible readers to work on their own during the reading process, make full use of
the class time to read and do the exercises to achieve a full understanding of the
text. Furthermore, it is necessary for them to select strategies that are appropriate to
the reading tasks and use them flexibly and interactively along with using their
background knowledge to fulfill their tasks because the significance of the text as
well as the information is not always directly stated in printed pages. Finally,
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students have to check comprehension while reading and when the reading task is
completed. Monitoring comprehension helps students detect inconsistencies and
comprehension failures, helping them learn to use alternate strategies.

PART III: CONCLUSION AND SUGGESTIONS
1.conclusion.
This study aimed to apply some reading comprehension strategies to enhance
the 11 students’ reading comprehension. With regard to the main purpose of the
current study, the researcher made use of qualitative approach and the pre – test and
post – test to collect data for the study. From the data obtained, the researcher came
to the conclusions as follows:
The study revealed the 11 form students were encouraged to learn reading
skills with the use of reading strategies. Most of the them knew how to apply
reading strategies to their reading lessons to improve their reading skill.
That is to say, the teacher needs to carry on exploting reading strategies with
the aim of enhancing students’ reading’s proficiency and skills. Besides, it is highly
recommended that all teachers in my school adapt their current situation of
teaching reading with the use of reading strategies so that this activity could
become more effective and students’ reading comprehension could be improved.
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2. suggestions.
It would be better if the school could build up documentary sources for
English teachers to provide students with authentic materials to practice reading.
What is more, English tests could have similar reading texts and tasks to the ones
mentioned above so that students’ proficiency can be evaluated and improved.
Students also need to be encouraged to get involved in the lessons actively and
enthusiastically.
Best regards,
Certification of school leaders

Nga son, may 25th, 2017

Done by
I swear, the initiative is
my writing experience,
not copying others’ content

PHAM THI YEN
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REFERENCES
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affects L2 comprehension”. Modern Language Journal, 72, pp. 150-162.
Block, E. L. (1986). The comprehension strategies of second language readers.
TESOL Quarterly, 20 (3), 63-490.
Brantmeier, C. (2002). “Second Language Reading Strategy Research at the
Secondary and University Levels: Variations, Disparities and Generalizability”. The
Reading Matrix, 3, pp. 1-14.
Brown, H. D. (1990). Principles of Teaching and Learning. Prentice Hall Regents
New Jersey.
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