A Cross-Sectional Study on Teaching Informational Text for Third Graders in Vietnamese School Context
Main Article Content
Abstract
Reciprocal teaching method has been proven to be effective for reading comprehension. However, in Vietnam, primary school teachers are still unacquainted with this method. Thus, this study investigated the current situation of teaching and learning informational texts among third grade students in Vietnam in order to highlight the need for reciprocal teaching in the reading comprehension of informational texts. Based on a sample of 272 primary school teachers and their responses on a self-designed survey questionnaire, the teachers still struggle with identifying informational texts and have yet to focus on guiding students to extract the lessons/meanings from the texts and apply them in their daily lives. In this regard, the lack of informational text reading strategies and the limited exposure to the new curriculum may be contributing factors. Meanwhile, the contents of the informational texts were deemed appropriate for the children’s understanding and they helped maintain their interest in finding the main idea of each paragraph. Considering the benefits of reciprocal teaching, future research in Vietnam should explore the application of this method in subjects beyond reading comprehension such as mathematics, science, physics, etc.
Keywords:
Reciprocal teaching, informational text, primary school, questionnaire, Vietnam.
References
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[23] J. Decristan, V. Bertram, V. Reitenbach, K. Schneider, C. Köhler, D. P. Rauch, Linguistically Responsive Reciprocal Teaching in Primary School: Effectiveness of an Intervention Study on Students’ Reading Competence, Journal of Multilingual and Multicultural Development, 2022 pp. 1-19, https://doi.org/10.1080/01434632.2022.2141757.
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[2] P. T. T. Hien, L. T. Phuong, L. P. Thuy, Investigating Informational Texts Teaching and Learning in Developing Countries: The Case of Vietnamese High Schools, International Journal of Education and Practice, Vol. 8, No. 3, 2020, pp. 557-567, https://doi.org/10.18488/journal.61.2020.83.557.567.
[3] L. M. W. Kganetso, Creating and Using Culturally Sustaining Informational Texts, Reading Teacher, Vol. 70, No. 4, 2016, pp. 445-455, https://doi.org/10.1002/trtr.1546.
[4] Arfe et al., Simplifying Informational Text Structure for Struggling Readers, Reading and Writing, Vol. 31, No. 1, 2017, https://doi.org/10.1007/s11145-017-9785-6.
[5] T. S. Wright, From Potential to Reality: Content-Rich Vocabulary and Informational Text, Reading Teacher, Vol. 67, No. 5, 2014, pp. 359-367, https://doi.org/10.1002/trtr.1222B.
[6] N. Molly, Teachers’ use of and Attitudes Toward Informational Text in K-5 Classrooms, Reading Psychology, Vol. 32, No. 1, 2011, pp. 28-53, https://doi.org/10.1080/02702710903241322.
[7] D. X. Thao, Teaching Reading Comprehension of Informational Texts in Elementary School, (Vietnam) Education Journal, Vol. 495, No. 1, 2021, pp. 1-4 (in Vietnamese).
[8] Literature Program 2018, (2018, December 26th). Retrieved Novemmber 25th, 2023, from Vietnamnet: https://moet.gov.vn/tintuc/Pages/CT-GDPT-MOI.aspx ( in Vietnamese).
[9] E. Mandel, H. P. Osana, V. Venkatesh, Addressing the Effects of Reciprocal Teaching on the Receptive and Expressive Vocabulary of 1st-Grade Students, In Journal of Research in Childhood Education, Vol. 27, No. 4, 2013,
pp. 407-426, https://doi.org/10.1080/02568543.2013.824526.
[10] F. Gilbert, Riding the Reciprocal Teaching Bus, A Teacher’s Reflections on Nurturing Collaborative Learning in a School Culture Obsessed by Results, Changing English, Vol. 25, No. 2, 2018, pp.146-162, https://doi.org/10.1080/1358684X.2018.1452606.
[11] V. T. T. Huong, Informational Text and Issues of Developing Teaching Capacity, Journal of Vietnam Education, Vol. 461, No. 1, 2019, pp. 25-29 (in Vietnamese).
[12] S. S. Tseng, H. C. Yeh, Integrating Reciprocal Teaching in an Online Environment with an Annotation Feature to Enhance Low-achieving Students’ English Reading Comprehension, Interactive Learning Environments, Vol. 26,
No. 6, 2017, pp. 789-202, https://doi.org/10.1080/10494820.2017.1412989.
[13] N. Alasmari, Is Internet Reciprocal Teaching the Remedy for Saudi EFL Learners’ Reading Difficulties During the COVID-19 Pandemic?, Journal of Education and E-Learning Research, Vol. 8, No. 3, 2021, pp. 324-332,
https://doi.org/10.20448/Journal.509.2021.83.324.332.
[14] T. T. Huong, Introduction Reciprocal Teaching Strategy in Gradual Release of Responsibility Model to Teach Reading Comprehension for Primary Students, Can Tho University Science Journal Vietnam, Vol. 55, No. 2C, 2019, pp. 65-71, https://doi.org/10.22144/ctu.jvn.2019.039.
[15] D. M. Tham, T. T. Sang, Fourth Graders’ Perceptions of the Use of Reciprocal Teaching Model in English Reading Comprehension, VNU Journal of Science: Education Research, Vol. 37, No. 4, 2021, pp. 81-89,
https://doi.org/10.25073/2588-1159/vnuer.4537.
[16] S. L. Massey, Making the Case for Using Informational Text in Preschool Classrooms, Creative Education, Vol. 05, No. 6, 2014, pp. 396-401, https://doi.org/10.4236/ce.2014.56049.
[17] L. S. Tortorelli, Reading Rate in Informational Text: Norms and Implications for Theory and Practice in the Primary Grades, Reading Psychology, Vol. 40, No. 3, 2019, pp. 293-324, https://doi.org/10.1080/02702711.2019.1621011.
[18] P. T. V. Anh, Some Theoretical Issues on Teaching Reading Comprehension of Informational Texts for High School Students, Vietnam Educational Science Journal, Vol. 44, 2021, pp. 27-32,
[19] T. Z. Oo, A. Magyar, A. Habók, Effectiveness of the Reflection-based Reciprocal Teaching Approach for Reading Comprehension Achievement in Upper Secondary School in Myanmar, Asia Pacific Education Review,
Vol. 22, No. 4, 2021, pp. 675-698, https://doi.org/10.1007/s12564-021-09707-8.
[20] M. Okkinga, A. J. S. V. Gelderen, E. V. Schooten, R. V. Steensel, P. J. C. Sleegers, Implementation Quality of Principles of Reciprocal Teaching in Wholeclassroom Settings: A Two-year Study with Low-achieving Adolescents, Reading Psychology, Vol. 32, No. 1, 2011, https://doi.org/10.1080/02702711.2021.1887019.
[21] S. S. Kula, Y. Budak, The Effects of Reciprocal Teaching on Reading Comprehension, Retention on Learning and Self-efficacy Perception, Pegem Egitim ve Ogretim Dergisi, Vol. 10, No. 2, 2009, pp. 493-552,
https://doi.org/10.14527/PEGEGOG.2020.017.
[22] N. Mafarja, H. Zulnaidi, H. M. Fadzil, Using Reciprocal Teaching Strategy to Improve Physics Students’ Critical Thinking Ability, Eurasia Journal of Mathematics, Science and Technology Education, Vol. 18, No. 1, 2022,
https://doi.org/10.29333/ejmste/11506.
[23] J. Decristan, V. Bertram, V. Reitenbach, K. Schneider, C. Köhler, D. P. Rauch, Linguistically Responsive Reciprocal Teaching in Primary School: Effectiveness of an Intervention Study on Students’ Reading Competence, Journal of Multilingual and Multicultural Development, 2022 pp. 1-19, https://doi.org/10.1080/01434632.2022.2141757.
[24] I. Kusmaryono, J. Jupriyanto, W. Kusumaningsih, Construction of Students' Mathematical Knowledge in the Zone of Proximal Development and Zone of Potential Construction, European Journal of Educational Research, Vol. 10, No. 1, 2021, pp. 341-351, https://doi.org/10.12973/eu-jer.10.1.341.
[25] N. Schünemann, N. Spörer, J. C. Brunstein, Integrating Self-regulation in Whole-class Reciprocal Teaching: A Moderator-mediator Analysis of Incremental Effects on Fifth Graders’ Reading Comprehension, Contemporary Educational Psychology, Vol. 38, No. 4, 2013, pp. 289-305, https://doi.org/10.1016/j.cedpsych.2013.06.002.
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