An exploratory study of explicit instruction on reading strategies in a secondary school in Bac Ninh = Nghiên cứu khám phá về dạy chiến lược đọc hiểu tại
 một trường trung học cơ sở ở Bắc Ninh

Tóm tắt

In Vietnam, students are being unequipped well with reading comprehension
 strategies so they are frequently kept overloaded with long reading texts full of
 unknown words. In response to reading efficiency, the present study was conducted
 with 80 grade-6 students and 5 teachers in a school in Bac Ninh province to explore
 how the reading strategies were instructed explicitly among the target students and
 its effects on improving students’ reading comprehension competence. To reach these
 aims, the study followed an exploratory design, using both quantitative and
 qualitative data collected through surveys, interviews, and classroom observations.
 The findings indicated that teachers applied different EISR when delivering reading
 comprehension lessons in three reading stages like Activating Prior Knowledge,
 predicting, Question Generation and Answering, Thought Provoking Through
 Graphics and Diagrams, Inferencing, Summarizing... The study also demonstrated
 the effect of using EIRS on the great increase in students’ use of strategies in reading
 texts. Students then made significant progress in their reading fluency, reading
 grades, reading autonomy and confidence as well. Afterwards, some implications are
 offered for teachers, students and materials writers in teaching and learning the
 English reading skill in the context of lower secondary education, and perhaps in
 other settings.