Summarization of doctoral thesis: Competence-based Teaching for text reading comprehension for pupils of grades 4 and 5

MINISTRY OF EDUCATION AND TRAINING
HANOI PEDAGOGICAL UNIVERSITY 2

--------------------

TRINH CAM LY

competence-based Teaching
for text reading comprehension
for pupils of grades 4 and 5
Major

: Pedagogics (Primary Education)

Code

: 62 14 01 01

SUMMARIZATION OF DOCTORAL THESIS
IN PEDAGOGICS

HANOI - 2015


The thesis is completed at
Hanoi Pedagogical University 2

Supervisors:

1. PhD. Nguyen Trong Hoan
2. PhD. Nguyen Thi Kieu Anh

Reviewer 1:

Reviewer 2:

Reviewer 3:

The Thesis shall be upheld in front of the University Thesis Examiners'
Council at Hanoi Pedagogical University 2
At ............... : ......... of (dd) ...... (mm) ......... (yyyy)

References are available at: Hanoi National Library
Or Hanoi Pedagogical University 2's Library


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FOREWORD
1. Rationale
1.1. Reading is one of four skills in using Vietnamese and can be
considered as the most important skills for Primary school pupils.
Reading activity includes both technique and content comprehension in
which content comprehension (reading comprehension) is the target of the
reading activity. Therefore, it can be affirmed that reading comprehension is
one of the factors of language competence and one of the core competences to
be formed for pupils.
1.2. The role of reading comprehension is affirmed once more time; along
with Mathematics and Science, Reading comprehension is selected as one of
three aspects to assess learning competence of 15-year-old pupils under the
Program for International Student Assessment (PISA).
1.3. Teaching the reading comprehension for primary school pupils is

mainly conducted through Reading subject. However, for both objective and
subjective reasons, teaching the reading comprehension is not properly
concerned. Especially, teaching the reading comprehension for pupils of grades
4 and 5 at present is only limited to teaching of particular texts without
attaching special importance to the formation of reading skill, orienting towards
the development of reading comprehension competence for pupils.
1.4. Implementing the spirit of the Resolution No. 29, the innovation of
targets, contents and teaching methods is taking place strongly and broadly.
Teaching the reading comprehension must be essentially innovated along with
other subjects at school.
For the above mentioned reasons, we select the topic Competence-based
teaching for text reading comprehension for pupils of grades 4 and 5 with
the expectation of recommending some particular measures to improve the
efficiency of teaching text reading comprehension for pupils of grades 4 and 5
through theoretical research and practical survey.


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2. Purpose of the research
To recommend some particular measures in order to improve the
efficiency of competence-based teaching text reading comprehension for pupils
of grades 4 and 5.
3. Object and subject of the research
3.1. Object of the research
Pupils’ competence-based teaching
3.2. Subject of the research
Measures of competence-based teaching for text reading comprehension
for pupils of grades 4 and 5
4. Scientific hypothesis
If teachers apply measures recommended by the thesis under chapter 3

which are teaching text reading comprehension based on natural, social
knowledge and basic language competence of pupils, teaching the reading
comprehension based on text language style, it will contribute to improvement
of the teaching quality, interest, efficiency as well as formation of text reading
comprehension competence for pupils of grades 4 and 5.
5. Tasks of the research
5.1. To define the theoretical background of competence-based teaching
for text reading comprehension for pupils of grades 4 and 5.
5.2. To define the practical background of competence-based teaching for
text reading comprehension for pupils of grades 4 and 5.
5.3. To recommend measures of competence-based teaching for text
reading comprehension for pupils of grades 4 and 5.
5.4. Organize scientific experiment to initially verify the feasibility of the
recommended measures.
6. Scope of the research
6.1. Scope of contents
- The topic analyzes and explains the issue of teaching text reading
comprehension for pupils of grades 4 and 5 through the Primary school


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program and teaching linguistic data for Reading in the existing Vietnamese
textbook for grades 4 and 5.
- The measures recommended under the thesis orient towards the
competence-based teaching for text reading comprehension by different
language styles for pupils of grades 4 and 5. Due to the purpose of the research,
the topic has not discussed about techniques of assessing results of competencebased teaching for reading comprehension.
6.2. Location of survey and experiment
- Location of survey: 20 primary schools in Ho Chi Minh City and Hanoi City.
- Location of experiment: 8 primary schools in Bac Giang Province and

Hanoi City.
6.2. Subjects of survey and experiment
Teachers and pupils of grades 4 and 5
6.3. Contents of experiment
Experiment through Reading subject for grades 4 and 5.
6.4. Time of survey and experiment
- Time of survey: School year 2011 - 2012.
- Time of experiment:
+ Exploratory experiment: Semester 1 - School year 2014 - 2015.
+ Impact experiment: Semester 2 - School year 2014 - 2015.
7. Research methods
In implementing the thesis, we use theoretical and practical research
method, expert method, survey method and teaching experiment method.
8. New contributions of the thesis
8.1. In theoretical aspect
- Contribute to exploring fundamental issues of competence-based
teaching for reading comprehension for pupils of grades 4 and 5.
- Systemize, explain and classify texts selected as reading comprehension
teaching linguistic data for pupils of grades 4 and 5 by functional style of
language.


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- Systemize text reading comprehension skills to be trained for pupils of
grades 4 and 5 under competence approach.
8.2. In practical aspect:
- Summarize reality and indicate some restrictions in teaching text reading
comprehension for pupils of grades 4 and 5 at primary schools at present.
- Propose two groups of specific measures helping teachers in competencebased teaching for text reading comprehension for pupils of grades 4 and 5 and
affirm the feasibility of those measures.

- Direct teachers to design lessons of competence-based teaching for text
reading comprehension in different language styles for pupils of grade 4 and 5
9. Structure of the thesis
In addition to the Foreword, Conclusion and Recommendations,
References and Appendixes, the main contents of the thesis include 4 chapters:
Chapter 1: Theoretical background of competence-based teaching for text
reading comprehension at Primary schools
Chapter 2: Practical basis of teaching reading comprehension to pupils of
grades 4 and 5 under competence approach
Chapter 3: Methods of competence-based teaching for text reading
comprehension for pupils of grades 4 and 5
Chapter 4: Scientific experiments
Chapter 1
THEORETICAL BACKGROUND OF COMPETENCE-BASED
TEACHING FOR TEXT READING COMPREHENSION AT
PRIMARY SCHOOLS
1.1. OVERVIEW OF RELEVANT RESEARCHES

1.1.1. Researches on reading comprehension and reading comprehension
teaching
It is not simple to define accurately the appearance of reading comprehension
terminology in term of time. The double terminology of reading comprehension may
appear very early. However, the theory of reading comprehension appears later.


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In the world, especially in European - American countries and the old
Soviet Union, the theory of reading comprehension was concerned and
researched many decades ago with many scientific works and articles on
reading comprehension and reading comprehension teaching.

In How to read a book, the author Mortimer J. Adler focuses on solving the
conception of reading method with different reading levels to gain information and
understand a book.
We especially concern about the research titled Reading and Study Skills.
The author John Lagan presents ten skills supporting the text reading
comprehension: skill of determining definitions and examples; skill of
determining chains of theoretical points; skill of determining headings and
subheadings; skill of determining instructive words; skill of determining main
ideas in paragraphs; skill of making lay-out; skill of summarizing; skill of
understanding tables and charts; skill of reasoning; skill of critical thinking.
In our country, teaching text reading comprehension was only mentioned
as an independent issue to be researched since the beginning of the 1990s of the
20th century.
The author Pham Thi Thu Huong in the volume Reading comprehension
and text reading comprehension tactics at schools gave out some fresh tactics
such as: highlighting and marginal notes, general linking questions, question answer relation, reasoning in reading, intellect film, etc. to actively support the
text reading comprehension at schools.
In the volume Teach Reading at Primary Schools, the author Le Phuong
Nga affirmed that reading comprehension is an activity with clear progress
nature because it includes many actions spreading by linear time: action of
language identification, action of clarifying the meanings of language signal
chains and action of responding to ideas of writers under the texts. The author
also presents particular skills to take these actions.


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In the thesis titled Training the reading comprehension skill for pupils of
grades 4 and 5, the author Nguyen Thi Hanh established a system of reading
comprehension exercises as well as mentioned the organization of teaching the
reading comprehension at grades 4 and 5. The author continues presenting

persuasively the scientific background as well as practical background of
teaching the reading comprehension at Primary schools under the specialized
essay titled Teaching the reading comprehension at Primary schools.
In the volume Some issues of teaching Vietnamese in viewpoint of
communication, the author Nguyen Tri affirms that reading is the skill most
frequently used by pupils in which silent reading is mostly used and referring to
silent reading is referring to reading comprehension because reading
comprehension is the target of reading activity. The author also comments that
if we consider reading as comprehension, the experience of training the reading
comprehension skill is very poor.
The School Education Quality Assurance Program (SEQAP) is the first
and only unit conducting experiment for the Early Grade Reading Assessment
(EGRA) tool developed by experts of RTI International. In Vietnam, a group of
experts customized international EGRA for Vietnam and established a tool of
reading skill assessment on a large scale since 2013. They pointed out that
formation of reading competence undergoes two periods with different goals:
1) Learning to know how to read
2) Reading to serve learning
By this division, pupils of grades 4 and 5 at Primary schools start to step
into the period of reading to serve learning.
The number of researches on reading comprehension and reading
comprehension teaching in the world and in the country is bulky with many
profound ideas; however, it can be seen that almost researches are macroscopic
and clear theories. In Vietnam, finding out optimum measures for competencebased teaching for reading comprehension in a particular subject and class to


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assist teachers and pupils at Primary Schools to teach and learn text reading
comprehension well with different language styles at grades 4 and 5; especially,
non-artistic text reading comprehension teaching has not been mentioned

comprehensively and profoundly.
1.1.2. Researches on competence and competence-based teaching
and education
In the world as well as in Vietnam, there are many authors with many
researches on competence and competence approach in teaching and education.
In the article Social competence in school learning contents, the author
Dang Thanh Hung affirms that social competence is the integral part in the
school learning contents and in the viewpoint of the author, this is the poorest
phase in the educational program in our country in the past which must be
absolutely overcome today. Next, in the article Competence and competencebased education, the author presents the conception of competence, structure,
format, type and determines basic issues of the competence-based education.
The author Hoang Hoa Binh in the article Competence and competence
structure affirms that competence has two specific characteristics which are
exposure through activity and assurance of efficient activity.
In accordance with the author Nguyen Thi Hanh in the article Assessment
standards for reading comprehension competence in Literature after 2015, to
design the assessment standards for reading comprehension competence in
Literature in school educational program in Vietnam after 2015, it is necessary
to: Determine elements of reading comprehension competence; compile content
standards for reading comprehension competence with 6 criteria in 5 phases
(grades 1, 2, 3; grades 4 and 5; grades 6 and 7; grades 8 and 9; grades 10, 11,
12); compile performance standards for reading comprehension competence on
the basis of concretizing the reading comprehension content standards into
assessment indexes.


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The author Tran Thi Hien Luong in the article Assessment standards for
text establishing competence in Literature at schools affirms that it is necessary
to rely on the assessment standards for text acquiring and establishing

competence to assess the language competence of pupils.
From the progressive viewpoints of the authors, we position reading
comprehension in language competence, particularly text acquiring competence
and it is necessary to establish the reading comprehension competence
framework as well as determine basic skills to be trained during the formation
of the reading comprehension competence for pupils.
1.2. THEORY OF TEACHING TEXT READING COMPREHENSION
AT PRIMARY EDUCATION LEVEL

1.2.1. Some concepts
1.2.1.1. Text
Within the scope of this dissertation, we define text as the product of
writing process with structure, subject and topic constituting a unit such as a
story, a poem, a letter or a regulation in writing.
1.2.1.2. Reading
Within the scope of the topic, we define reading as the reception and
understanding of language signs and written things. On that basis, it is possible
to change into speech with sound (reading aloud) or change into meaning units
without sound (silent reading).
1.2.1.3. Comprehension
In our viewpoint, comprehension is the application of intellectual to
identify and explain language signs, thereby connecting, evaluating and
applying information to solving learning and life problems.
1.2.1.4. Reading comprehension
Within the scope of the topic, we define reading comprehension as the
reading competency at comprehension level and comprehension competency
via reading and classify text reading comprehension as two levels:


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For the pupils of the 1st grade, 2nd grade and 3rd grade, reading
comprehension is the ability to identify and understand text meaning (word,
sentence, paragraph, content and meaning of the text); initially connect,
evaluate information (mainly in the text) and apply such information to solving
simple problems in learning and life.
For the pupils of grades 4 and 5, reading comprehension is the ability to
identify and understand text meaning (word, sentence, paragraph, structure,
main messages and important details, layout and summary of the text); on that
basis, connect, evaluate information (connecting information in the text and
initially connect information outside the text); apply such information to solving
some specific problems in learning and life.
1.2.2. Psychological characteristics of the pupils of grades 4 and 5
and text reading comprehension
Through studying perception, thinking, imagination, memory, language
and attention of the pupils of grades 4 and 5, we have reached some
pedagogical conclusions related to text reading comprehension teaching.
1.2.3. Text language style and reading comprehension teaching at
primary education level
1.2.3.1. Text language style
From concept analysis, in consideration of the texts selected as reading
comprehension teaching linguistic data for the pupils of grades 4 and 5 in the
current Vietnamese textbook, we classify text into two big groups: art text
including poem and prose (story and description), dramatic text and non-art text
including administrative text, scientific text, journalistic text, political text and
life text.
Based on such text classification by linguistic style characteristics, we
have classified 118 reading texts in the Vietnamese textbook for grades 4 and 5.
Summary result is as follows:

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Table 2.1 - Reading text classification for grades 4 and 5
READING TEXT FOR GRADES 4 AND 5
ART TEXT
Prose

Poem
36

NON-ART TEXT
Drama

Story

Description

54

17

Admini
Scientific Journalistic Political
strative

3

2

3

1

1

Life
1

71
110 (93.22%)

8 (6.78%)
118 (100%)

1.2.3.2. Characteristics of texts classified by linguistic style and reading
comprehension teaching at Primary education level
1) Art text
We classify art text into three types: poem, prose (story and description)
and drama. For each type, we mention concept and genre characteristics only.
2) Non-art text
We classify non-art text into five types: administrative, scientific,
journalistic, political and life. For each type, we mention concept and genre
characteristics only.
1.3. THEORY OF TEXT READING COMPREHESION TEACHING
FOR PRIMARY PUPILS UNDER COMPETENCY APPROACH

1.3.1. Some concepts
1.3.1.1. Competency
Within the scope of this thesis, we choose the competency concept by
author Dang Thanh Hung: Competency is the combination of biological,
psychological and social properties of the individual created by the nature,

learning and training, which allows the individual to succeed in a wide range of
activities under certain requirement or standard.
1.3.1.2. Competency approach
From competency concept, the author Dang Thanh Hung defines
competency approach is an approach to ensure that the teaching focuses on


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developing pupil’s competency while basing on fundamental competency of
pupils. In the experience of pupils, there are always readily or potentially
requisites and internal conditions of competency on which teaching must be
based to develop pupils. Competency approach doesn’t merely means
developing competency but firstly basing on the learner’s competency.
1.3.2. Competency and competency approach in text reading
comprehension teaching for the pupils of grades 4 and 5
From the viewpoints by the scientists on the competency and competency
approach in teaching at Primary education level, in our opinion, text reading
comprehension competency for the pupils of grades 4 and 5 is the fact that
pupils apply available experience and instruction by teachers to identify and
understand text meaning (word, sentence, paragraph, structure, main messages
and important details, layout and summary of the text); on that basis, connect,
evaluate information (connecting information in the text and initially connect
information outside the text); apply such information to solving some specific
problems in learning and life.
On that basis, we define text reading comprehension teaching for the pupils
of grades 4 and 5 is a process in which the teacher organizes activities to help
pupils apply available experience to identify and understand text meaning (word,
sentence, paragraph, structure, main messages and important details, layout and
summary of the text); on that basis, connect, evaluate information (connecting
information in the text and initially connect information outside the text); apply

such information to solving some specific problems in learning and life.
1.3.3. Text reading comprehension competency framework of the
pupils of grades 4 and 5
From the above analysis, we define that text reading comprehension
competency of the pupils of grades 4 and 5 includes three levels: identification
and meaning understanding, connection and evaluation, application of
information to problem solving. Each level includes component skills:


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1) Identification and meaning understanding
a) Text reading skill:
- Aloud reading skill
- Silent reading skill
b) Text understanding skill:
- Skill of identifying and understanding text topic and name
- Skill of identifying and understanding word meaning:
+ Skill of identifying and understanding new word meaning
+ Skill of identifying and understanding difficult word meaning
+ Skill of identifying and understanding instructive word meaning
- Skill of identifying and understanding the content of table, schedule and
diagram
- Skill of identifying and understanding sentence meaning:
+ Skill of identifying and understanding the meaning of difficult
sentence
+ Skill of identifying and understanding the meaning of important
sentence
- Skill of identifying and understanding paragraph meaning:
- Skill of identifying and understanding text structure
- Skill of identifying and understanding important information; purpose

and meaning of text
- Skill of preparing layout
- Skill of summarizing text
2) Information connection and evaluation
- Skill of connecting and evaluating information in the text
- Skill of connecting and evaluating information outside the text
- Skill of expressing feeling on the reading text
3) Application of information in the text to problem solving
- Skill of applying information in the text to solve familiar problems in
learning and life


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- Skill of applying information in the text to solve new problems in
learning and life
Based on the formation of skills at three above mentioned levels, pupils
may apply these skills into reading comprehension for new texts (maybe similar
texts with same topic).
1.3.4. Viewpoint of creation and experience in text reading
comprehension teaching under competency approach
We define that teaching under creation theory is the one based on the
learner’s participation in problem solving critical thoughts in the activity that pupils
find suitable and interesting. For text reading comprehension process, pupils must
mobilize all available knowledge and skills, actively acquire new knowledge and
flexibly apply acquired knowledge to solving learning and life problems.
1.3.5. Method and technique of teaching reading comprehension for
pupils of grades 4 and 5 under competency approach
At present, at primary schools, attention is paid to various active teaching
techniques many of which have been used popularly. When organizing reading
comprehension teaching for pupils of grades 4 and 5, we emphasize the

technique of raising questions, the technique of cooperative teaching in groups
and the technique of brainstorming.
CHAPTER 2
PRACTICAL BASIS OF TEACHING TEXT READING
COMPREHENSION TO PUPILS OF GRADES 4 AND 5 UNDER
COMPETENCY APPROACH
2.1.

CHARACTERISTICS

AND

REQUIREMENTS

OF

TEXT

READING COMPREHENSION TO PUPILS OF GRADES 4 AND 5

2.1.1. Position, task of teaching reading comprehension at grades 4 and 5
Based on the defined general objective of the Vietnamese, the objective
of teaching reading comprehension at grades 4 and 5 is also defined concretely
in the current Vietnamese teaching program.


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2.1.2. Current reading comprehension teaching program for grades
4 and 5
Since school year 2006 - 2007, the Reading program for grades 4 and 5

has been established as follows:
Grade 4, grade 5: Reading is taught in 31 weeks (excluding 4-week
Revision):
Total number of lessons:

2 lessons/ week x 31 weeks = 62 lessons;
62 lessons x 1 period/lesson = 62 periods.

2.1.3.

Vietnamese

textbook

-

Current

content

of

reading

comprehension teaching for grades 4 and 5
Vietnamese textbook for grades 4 and 5 is designed for subjects.
Knowledge is established by big subject matters. For grades 4 and 5, each of
them has ten big subject matters.
The text that is selected as linguistic data for reading comprehension
teaching has distinctive changes in genre through various phases.

2.1.4. Method and technique of teaching reading comprehension at
grades 4 and 5
The common method of teaching reading comprehension at grades 4 and
5 is still language analysis method, communication method (communication
practice) and sample-based practice method.
Over the past few years, at primary schools, teaching method
renovation has been conducted relatively strongly. Teachers have bravely
applied some active teaching methods and techniques. However, for both
subjective reasons and objective reasons, the application of active teaching
methods and technique remains controversial.
2.1.5. Competency approaching in teaching reading comprehension
in the current Primary education program
General objective of the Vietnamese subject is concretized as objective of
each subject, each class and each lesson. The objective of each reading


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comprehension lesson is defined to include three components: knowledge
objective, skill and attitude.
As such, although the above expression of objective has not mentioned
the term “competency” and “competency approach”, the content has showed
clearly elements and structure of competency.
2.2. ACTUALITY OF TEACHING TEXT READING COMPREHENSION
FOR PUPILS OF GRADES 4 AND 5 FROM THE ASPECT OF COMPETENCY
APPROACH AT SOME PRIMARY SCHOOLS

2.2.1. Actuality survey organization
2.2.1.1. Survey purpose
To evaluate actual teaching and learning of reading comprehension at
grades 4 and 5 in connection the implementation of objective, content and

method.
2.2.1.2. Survey object
Teachers and pupils of grades 4 and 5 in Hanoi city and Ho Chi Minh City
2.2.1.3. Survey content
Teacher survey
We survey teachers with focus on some contents: concept, importance,
advantages, disadvantages, solutions, reading comprehension process for pupils
of grades 4 and 5.
Pupil survey
Each pupil of grades 4 and 5 involved in the survey will answer some
questions on specific contents: teacher’s Reading teaching form - favorite form
of pupils - desired learning form of pupils, listing your favorite Reading lessons
- specifying reasons; listing your so-called difficult Reading lessons specifying reasons.
2.2.1.4. Survey method and technique
We survey teachers and pupils by questionnaire. Questionnaire includes
multiple-choice questions and constructed-response questions.


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2.2.1.5. Survey result
We have collected a lot of valuable ideas for the evaluation on actual
reading comprehension teaching for pupils of grades 4 and 5.
2.2.2. Actuality of text reading comprehension teaching for pupils of
grades 4 and 5 through observation and summarization of learning experience
Based on observing actual teaching as well as summarizing reading
comprehension teaching experience through the report on the survey and
evaluation of reading skill for pupils of the 1 st grade and the 3rd grade of
SEQAP project in Dien Bien, Nghe An, Gia Lai and Vinh Long; extensive
report by PISA, it is possible to judge that reading comprehension competency
of Vietnamese pupils remains inadequate.

2.2.3. General judgment on actual text reading comprehension
teaching for pupils of grades 4 and 5 under competency approach
From survey, observation and experience summarization, we have
reached judgments on the actual text reading comprehension teaching for pupils
of grades 4 and 5 under competency approach in terms of objective, content,
program and textbook; teaching process, method, form and assessment.

Chapter 3
METHODS OF COMPETENCE-BASED TEACHING FOR TEXT
READING COMPREHENSION FOR PUPILS OF GRADES 4 AND 5
Based on aforesaid theoretical background, we suppose that in order to implement
the target of competence development of pupils, teaching for reading comprehension
must be organized through or by activities for competence development. Within the
thesis, organizing activities for teaching new lessons are concerned.
3.1. TEACHING FOR TEXT READING COMPREHENSION ON THE
BASIS OF NATURAL AND SOCIAL KNOWLEDGE AND FUNDAMENTAL
LANGUAGE COMPETENCE OF PUPILS

3.1.1. Teaching for text reading comprehension on the basis of
natural and social knowledge of pupils


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3.1.2. Teaching for text reading comprehension on the basis of
fundamental language competence of pupils
3.1.2.1. Exploiting and promoting vocabulary competence of pupils
3.1.2.2. Exploiting and promoting grammar competence of pupils
3.2. TEACHING FOR READING COMPREHENSION ON THE BASIS
OF STYLE CHARACTERISTICS OF TEXT LANGUAGE

3.2.1. Instructing text reading technique for pupils
3.2.1.1. Instructing pupils to read aloud text
- Instructing pupils to read text fluently;
- Instructing pupils to read text expressively;
3.2.1.2. Instructing pupils to read text silently
- Instructing pupils to read or skim text silently.
- Instructing pupils to skim text before exploring lessons, according to
specific tasks assigned by teachers.
- Instructing pupils to read to themselves and read thoroughly to
understand text.
3.2.2. Instructing pupils to understand comprehensively text content
3.2.2.1. General study about reading text
1) General study about author and reading text
a) Facilitating pupils in self-exploring text
b) Well preparing content for text introduction
c) Effectively using teaching facilities
2) Text sample reading
3.2.2.2. Recognizing and understanding text meaning
1) Recognizing and understanding theme, name of text
a) Recognizing and understanding theme of text
b) Recognizing and understanding name of text
2) Recognizing and understanding words of a text
a) Recognizing and understanding new words
b) Recognizing and understanding difficult words


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c) Recognizing and understanding instructive words
c1) Words with empathizing effect
c2) Words with supplementing effect

c3) Words with comparing and contrasting effects
c4) Words with illustrating effect
c5) Words with increased relation indicating effect
3) Recognizing and understanding content of tables and graphs
4) Recognizing and understanding meaning of sentence
a) Recognizing and understanding meaning of difficult sentence
- Understanding general meaning of sentence
- Understanding profound meaning of sentence
b) Recognizing and understanding meaning of important sentence
5) Recognizing and understanding meaning of paragraph
6) Recognizing and understanding text structure
7) Recognizing and understanding important information - identifying
purpose and meaning of text
8) Preparing arrangement of ideas
9) Summary of text
3.2.3. Connecting and evaluating information
3.2.3.1. Connecting and evaluating information in text
1) Connecting information in text
With an art text, pupils are instructed to connect and recognize intended
arrangements of words, images, details and events in a text.
With a non-art text, pupils are instructed to connect meanings, main
information and contents of paragraphs in a text.
2) Evaluating information in text
a) Evaluating methods of selecting words, images, details, characters,
etc. in text
b) Evaluating content value of one or some paragraphs in text


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c) Evaluating content value and emotion of text

d) Evaluating art value of text
e) Evaluating meaning of information received from text for self
3.2.3.2. Connecting and evaluating information out of text
3.2.4. Applying text information on resolving problems
3.2.4.1. Applying text information on resolving study problems
1) Applying text information on resolving Vietnamese study problems
2) Applying text information on resolving problems of other subjects
3.2.4.2. Applying text information on resolving problems of life
3.2.5. Expressing emotions on the reading text in various forms
After each text, teachers encourage pupils in expressing their emotion in
various forms. Emotion expression is also a form of testing grades of
rememberin1g and understanding a text.
3.2.6. Reading comprehension of new text
Skills of text reading comprehension as forgoing formed should be
practiced in specific circumstances - reading comprehension of new text.
Major methods for establishing skill of text reading comprehension for
pupils of grades 4 and 5 are to organization actions through questionnaires and
exercises appropriate with pupils, with content and style characteristics of the text.

Chapter 4
SCIENTIFIC EXPERIMENTS
We implement experiments into two stages: exploratory experiment and
impact experiment.
4.1. EXPERIMENT PURPOSE

4.1.1. Purpose of exploratory experiment
- It is firstly to verify feasibility of solutions recommended in Chapter 3.
- On the basis of exploratory experiment outcomes, the established
solutions are revised and completed before implementing impact experiment.

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4.1.2. Purpose of impact experiment
- Continue verifying feasibility of the recommended solutions.
- On the basis of impact experiment outcomes, it is to recommend to
relevant authorities for revising targets, programs, textbooks, content, teaching
methods, etc. for the sake of teaching more effectively pupils of grades 4 and 5
for reading comprehension.
4.2. OBJECT, AREA AND TIME OF EXPERIMENTS

4.2.1. Object of experiments
The reading comprehension lessons are taught at grades 4 and 5 with
insignificant difference in number of pupils, competence and seniority of
teachers.
4.2.2. Area of experiments
The experiments are carried out in Bac Giang province and Hanoi city,
where economic, social and population characteristics are different.
4.2.3. Time of experiments
- Exploratory experiment: implemented in the 1st semester of school year
2014-2015
- Impact experiment: implemented in the 2nd semester of school year
2014-2015
4.3. CONTENT OF EXPERIMENTS

4.3.1. Criteria of experiment lesson selection
Based on solutions recommended in Chapter 3, we have selected and
designed experiment lessons according to some specific criteria.
4.3.2. Experiment lesson design
Majority of lessons are designed by collaborating many of recommended
solutions using some active teaching techniques like group cooperation

teaching, questioning technique, brainstorm technique and mind-map technique.
4.4. METHODS AND TECHNIQUES FOR IMPLEMENTATION

4.4.1. Exploratory experiment
4.4.1.1. Preparing the exploratory experiment


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4.4.1.2. Implementing the exploratory experiment
4.4.1.3. Survey after the exploratory experiment
Survey

after

the

exploratory

experiment

is

carried

out

with

questionnaires.
4.4.1.4. Outcomes of exploratory experiment

Experiment outcomes taken at 8 schools are as follows:

Graph 4.1. Graph of survey outcomes after the exploratory experiment
We also evaluate survey outcomes basing on quality of answers of essay
questions, observed findings and records in the class.
4.4.1.5. Revising experiment content
On basis of the exploratory experiment outcomes, we have revised partial
the lesson design, learning instructions and questionnaires before implementing
the impact experiment.
4.4.2. Impact experiment
4.4.2.1. Preparing the impact experiment
4.4.2.2. Implementing the impact experiment
4.4.2.3. Survey after the impact experiment
Post-experiment survey is carried out through task outcomes by pupils in
the learning instructions in combination with requesting pupils to make reading
comprehension, answer questions and do exercise for a new text;
4.4.2.4. The impact experiment outcomes
We survey the impact experiment outcomes in 5 plans as intended for the
exploratory experiment.
Experiment outcomes taken at 8 schools as follows:


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Graph 4.2. Summary of survey outcomes after the impact experiment
Survey outcomes after the impact experiment with new text as follows:

Graph 4.3 - Summary of survey outcomes after the impact experiment with
a new text
4.4.2.5. Judgment on the impact experiment

Implementation of the impact experiment has initially achieved reliable
outcomes, continuing affirming feasibility of the recommended methods.
4.5. GENERAL JUDGMENT ON THE EXPERIMENTS

Experiments are carried out on two stages: the exploratory experiment
and the impact experiment; on wide enough area and within long enough period
in order to evaluate its effect. The experiment outcomes contribute to affirming
feasibility of recommended methods.
CONCLUSION AND RECOMMENDATIONS
CONCLUSION
1.1. As stipulated in the Resolution No. 29/NQ-TW dated 4/11/2013 at
the 8th Conference, XI session of the Central Committee of the Communist


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Party of Vietnam, our education must shift powerfully from knowledge supply
to comprehensive development of competence and quality of learners, continue
renovating methods of teaching and learning in advanced manner; promote
activeness, initiative and creativity and apply knowledge and skills of learners;
concentrate on methods of learning and thinking, encourage self-learning and
facilitate learners in updating and renovating knowledge, skills and competence
development. Therefore, the study of competence-based teaching for text
reading comprehension at grades 4 and 5 is significant not only in teaching for
text reading comprehension in general, but also in indicating various issues for
teaching Vietnamese and other subjects at primary schools.
1.2. The thesis has summarized viewpoints of some domestic and foreign
researchers regarding teaching for reading comprehension as well as
competence-based teaching and education for primary school pupils. In the
reasoning fundamentals, reasoning on teaching for text reading comprehension
and competence-based teaching for text reading comprehension are concerned.

It since then affirms teaching for text reading comprehension for pupils of
grades 4 and 5 relies on their natural and social knowledge and fundamental
language competence; teaching for text reading comprehension on the basis of
text language style is an approach to pupils' competence development.
1.3. We have studied reality of teaching and learning for reading
comprehension at grades 4 and 5. Results show that besides success there are
some existing issues in identifying location, targets as well as establishing
programs, content and reality of teaching for text reading comprehension at
grades 4 and 5. Especially both teacher and pupils are not exited because any
lessons are subject to unified process; content of questions, exercises and incurriculum activities are not diversified; pupils have to drill to read out and
have not much time for learning the lesson, etc.
1.4. To restrict the aforesaid existing issues, it is to recommend teaching
for text reading comprehension through diversified and plentiful actions on the