Applying reading comprehension strategies in teaching literary texts  in high schools

Tran Thi Hanh Phuong; Do Thi Quynh Lan

Tran Thi Hanh Phuong*	tranthihanhphuong@hpu2.edu.vn	Hanoi Pedagogical University 2 No 32 Nguyen Van Linh street, PhucYen city, Vinh Phuc province, Vietnam
Do Thi Quynh Lan	quynhlannbs@gmail.com	Binh Son High School Nhan Dao commune, Song Lo district, Vinh Phuc province, Vietnam

Summary:

The study aims to survey the application of reading comprehension strategies in teaching literary texts to high school students, then proposing several strategies for teaching reading comprehension of literary texts. The study uses the quantitative research method through a questionnaire survey. In addition, the impact method, specifically pedagogical experimentation, is also used to evaluate students’ changes in reading comprehension skills of literary texts. Each text reading comprehension strategy is applied and shown in the following contents: purpose, strategy timelines, and ways to implement. The results show that using reading comprehension strategies in teaching reading comprehension of literary texts has brought about significant changes in high schools. The findings have important implications for educators, especially Literature teachers in high schools, so as to improve the teaching quality to meet the 2018 General Education Curriculum.

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Keywords:

Strategies

reading comprehension strategies

literary texts

teaching reading comprehension of literary texts

high school.

Refers:

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Journal:

No. 10, October 2024

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

Applying reading comprehension strategies in teaching literary texts in high schools