Abstract:

Guided reading has been one of the most prevalent components of any interactive reading program in many countries but it is still novel to literacy education in public primary schools of Vietnam. The intent of this paper is to suggest the guided reading model which is tailored specifically to the teaching context of reading classes in Vietnam. The case study is conducted during the experimental study at three primary schools of Ho Chi Minh City-Vietnam to validate employment of this tailored guided reading framework to enhance pupils’ reading comprehension and writing skills in Vietnamese language. Pupil reading and writing behaviors observed and learning outcomes recorded in accordance with variables of the tailored guided reading model are analyzed. The results of this experiment indicate that, similar to popular assumption, the guided reading is helpful for pupils who are fluent readers but lack comprehension skills. Moreover, findings from the control groups’ reading behaviors in comparison to the experimental results give strong evidence for the ineffectiveness of the current teaching process for Vietnamese language reading classes which has been mandated by national curriculum makers to apply all over the primary schools in Vietnam.

Keywords:

Guided reading, Vietnamese language reading classes, reading for comprehension, fluent readers.