ORIENTATIONS ON TEACHING READING INFORMATIONAL TEXTS IN SCHOOL SUBJECTS

Pham Thi Thu Hien

Pham Thi Thu Hien	hienpham170980@gmail.com	VNU University of Education, Vietnam National University, Hanoi 182 Luong The Vinh, Thanh Xuan, Hanoi, Vietnam

Summary:

The lessons in the textbooks and learning materials of all subjects in high schools in Vietnam as well as other countries in the world are compiled in the form of informational text. In order to learn these subjects, students need to know how to read these texts. However, the ability and effectiveness of reading informational texts of school students in Vietnam is not high due to lack of instruction on reading skills. This has a great impact on the quality of learning as well as reading competence to self-study of students. In many countries around the world, teachers of all subjects must teach students how to read and understand the informational texts. Objectives, types of texts, content and standards for reading comprehension of the informational texts in some countries are specified in the curriculum. In order to meet the requirements of practice and international trends, it is necessary to have specific orientations on teaching reading informational texts in Vietnamese schools in the near future.

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Keywords:

Informational text

reading comprehension

Subjects

high schools

self-study

Refers:

[1] Duke, N, (2000), 3.6 minutes per day: The scarcity of informational texts in first grade, Reading Research Quarterly, 35.

[2] Bộ Giáo dục và Đào tạo, (2018), Chương trình giáo dục phổ thông môn Ngữ văn.

[3] Michael R. Graves, (2011), Teaching Reading in the 21st century: Motivating All Learners (fifth edition), Pearson, p.302.

[5] Barbara Moss, (2008), The Information Text Gap: The Mismatch Between Non-Narrative Text types in Basal Readers and 2009 NAEP Recommended Guidelines, Journal of Literacy Research, 40:201–219, 2008.

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[7] California State Board of Education, (2013), Common Core State Standards for English Language Arts, Literacy in History/Social Studies, Science, and Technical Subjects for California Public Schools Kindergarten Through Grade Twelve (lấy từ http://www.cde.ca.gov)

[8] National Assessment Governing Board, U.S. Department of Education, (2008), Reading Framework for the 2009 National Assessment of Educational Progress.

[9] Bộ Giáo dục và Đào tạo, (2018), Chương trình giáo dục phổ thông - Chương trình tổng thể.

[10] Bùi Mạnh Hùng, (4/2013), Chuẩn Chương trình cốt lõi của Mĩ và một số liên hệ với việc đổi mới Chương trình Ngữ văn ở Việt Nam, Tạp chí Khoa học, Trường Đại học Sư phạm Thành phố Hồ Chí Minh, số chuyên về Nghiên cứu Giáo dục học

Journal:

No. 36, December 2020

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

ORIENTATIONS ON TEACHING READING INFORMATIONAL TEXTS IN SCHOOL SUBJECTS