In e na ional Jou nal o Social Science and Human Resea ch
ISSN (p in ): 2644-0679, ISSN (online): 2644-0695
Volume 08 Issue 10 Oc obe 2025
DOI: 10.47191/ijssh / 8-i10-27, Impac ac o - 8.007
Page No: 7775-7781
IJSSHR, Volume 08 Issue 10 Oc obe 2025 www.ijssh .in Page 7775
De eloping Reading Comp ehension o Vie namese E hnic Mino i y
P ima y S uden s: A Founda ional Knowledge App oach
Thi Le Tam Dang1, Thi Thuy T ang Mai2
1,2Thai Nguyen Uni e si y o Educa ion
ABSTRACT: Reading is one o he ou undamen al skills ha e lec language compe ence and play an essen ial ole in bo h
lea ning and communica ion o e e y p ima y school s uden . Teaching eading comp ehension o e hnic mino i y p ima y school
s uden s holds pa icula signi icance in hei lea ning p ocess and o e all de elopmen . Reading compe ence no only enables
s uden s o acqui e knowledge om ex books and lea ning ma e ials bu also b oadens hei unde s anding o he su ounding
wo ld, en iches hei ocabula y, and enhances hei abili y o exp ess ideas cohe en ly. Fo e hnic mino i y s uden s, mas e ing
eading skills in Vie namese helps hem o e come language ba ie s, build con idence in communica ion, and in eg a e wi h pee s.
This pape p oposes an app oach ha emphasizes exploi ing backg ound knowledge o suppo eading comp ehension ins uc ion
o g ade 5 e hnic mino i y s uden s. This app oach aims o help de elop hei compe encies in alignmen wi h he new cu iculum
and ex books.
KEYWORDS: eading comp ehension, backg ound knowledge, e hnic mino i ies, Vie namese, Vie nam
1. INTRODUCTION
Reading plays an essen ial ole in eaching Vie namese a he p ima y school le el. I aims o o m and de elop one o he
ou undamen al skills necessa y o lea ning and communica ion in li e in gene al, and o p ima y school s uden s in pa icula .
These skills a e eading, w i ing, speaking, and lis ening. Reading is he ac i i y o ecei ing and comp ehending in o ma ion
h ough ex s; i is a o m o communica ion using w i en language. I in ol es using he eyes o ecognize a gi en ex , hen
ans o ming he w i en symbols in o s eams o linguis ic sounds (ei he spoken aloud o in e nally). Following his, cogni i e
p ocesses such as analysis, syn hesis, and sys ema iza ion occu , enabling he eade o unde s and he meaning con eyed in he
ex .
Fo s uden s om e hnic mino i y backg ounds, he p ocess o eaching eading comp ehension o en encoun e s nume ous
challenges due o limi ed ocabula y, es ic ed language p o iciency, and di icul ies in accessing and p ocessing in o ma ion.
These ba ie s di ec ly a ec hei abili y o g asp, analyze, and in e p e he con en o ex s. The e o e, os e ing eading
comp ehension compe ence o e hnic mino i y p ima y school s uden s is o pa icula impo ance in he con ex o he ongoing
undamen al and comp ehensi e e o m o gene al educa ion in Vie nam.
In pa icula , he ac i a ion and u iliza ion o backg ound knowledge hold a pi o al ole in eaching eading comp ehension.
When eache s skill ully elici s uden s’ exis ing li e expe iences while simul aneously p o iding addi ional knowledge ela ed o
language, cul u e, and he na u al and social wo ld app op ia e o he ex , s uden s a e gi en a “ ounda ion” o connec p io
expe iences wi h new knowledge. As a esul , he eading p ocess becomes easie and mo e e ec i e. I also c ea es a o able
condi ions o s uden s o de elop linguis ic hinking, enhance easoning and exp ession skills, and os e long- e m in e es in
lea ning.
2. RESEARCH CONTENT
2.1. Reading comp ehension compe ence
The e a e many ways o de ine he concep o eading comp ehension, depending on he pe spec i e om which he issue is
app oached. Some au ho s p esen eading comp ehension in a gene al sense as ollows:
- Reading comp ehension is a complex cogni i e compe ence ha equi es he abili y o in eg a e in o ma ion in he ex wi h
he eade ’s p io knowledge (Ande son & Pea son, 1984).
- Reading comp ehension is an in e ac i e p ocess ha occu s be ween a eade and a ex (Rumelha , 1994).
- Reading comp ehension is an in en ional cogni i e p ocess in which meaning is cons uc ed h ough he in e ac ion
be ween he ex and he eade (Du kin, 1993).
De eloping Reading Comp ehension o Vie namese E hnic Mino i y P ima y S uden s: A Founda ional Knowledge
App oach
IJSSHR, Volume 08 Issue 10 Oc obe 2025 www.ijssh .in Page 7776
- In essence, eading comp ehension is he p ocess by which he eade cons uc s he meaning o a ex h ough a sys em o
ac i i ies, ac ions, and ope a ions (Pham Thi Thu Huong, 2012).
Some o he au ho s de ine eading comp ehension om he pe spec i e o communica ion and social in e ac ion heo ies,
ocusing on cla i ying i s unc ion in de eloping he eade ’s compe ence o pa icipa e in social li e.
- Reading comp ehension is a communica i e ac i i y in which he eade g asps spoken language ha has been
ans o med in o w i en ex , wi h he aim o changing hei own unde s anding, emo ions, o beha io (Thi Hanh Nguyen, 2002).
- Reading comp ehension is he abili y o unde s and, use, espond o, and mas e w i en ex s in o de o achie e goals,
de elop knowledge and po en ial, as well as pa icipa e in he social li e o each indi idual (PISA, 2012).
F om whiche e pe spec i e i is iewed, schola s ag ee on he co e ea u es o he concep o eading comp ehension,
namely:
• Reading comp ehension is a cogni i e ac i i y. I s objec is he meaning o he ex , and i in ol es in e ac ion be ween he
eade and he ex .
• The pu pose o eading comp ehension is o de elop knowledge and connec he indi idual eade wi h hei li ing
en i onmen so ha each pe son can s udy, wo k p o essionally, and main ain hei li e.
Because eading comp ehension unc ions o de elop in he eade he abili y o apply eading o sol e lea ning asks and
eal-li e p oblems, i is no me ely a skill bu a compe ence—a eading comp ehension compe ence. This compe ence is i s o med
in he subjec o Li e a u e/ Vie namese language, making i a subjec -speci ic compe ence. I is u he de eloped and pe ec ed o
highe le els when used o add ess lea ning asks in o he subjec s and o sol e li e’s p oblems, a which poin i becomes a gene al
compe ence o e e y s uden and e e y indi idual.
2.2. Psychological and linguis ic cha ac e is ics o e hnic mino i y p ima y school s uden s Aa ec ing eading
comp ehension
E hnic mino i y p ima y school s uden s, ha ing g own up in dis inc i e na u al, economic, and cul u al en i onmen s,
exhibi psychological and linguis ic ai s ha di e om hose o s uden s in lowland and u ban a eas, di ec ly in luencing hei
eading comp ehension ac i i ies. In e ms o pe cep ion, hey o en ha e uns able o ien a ion owa d lea ning asks, a e easily
a ac ed by b igh colo s o no el images, and end o pe cei e p ima ily h ough di ec senso y expe ience. Thei abili y o sus ain
obse a ion is limi ed, leading o agmen ed and incohe en pe cep ion. In e ms o hinking, e hnic mino i y s uden s ace
di icul ies in g asping implici meanings o ex s, wi h limi ed abili ies in gene aliza ion and syn hesis. When con on ed wi h
cogni i ely demanding asks, hey end o be passi e and a ely engage in ac i e discussion. Thei memo y ends owa d o e
lea ning, easily e aining speci ic de ails bu lacking lexibili y in applica ion. Mo eo e , hei concen a ion is o en uns able,
pu pose ul a en ion is weak, and hei emo ional exp essions a e es ained, making i di icul o eache s o ecognize hei le el
o ex comp ehension.
Linguis ically, since Vie namese is a second language, e hnic mino i y s uden s encoun e nume ous obs acles in
communica ion and lea ning. They mainly use hei mo he ongue ou side he class oom, which causes hei Vie namese
p o iciency o de elop slowly and inconsis en ly. Al hough by g ades 4 and 5 hey ha e acqui ed a ce ain amoun o ocabula y,
hei p onuncia ion s ill shows onal e o s, imp ope pauses, and lack o in ona ion, leading o inaccu a e comp ehension. The
in e e ence be ween he mo he ongue and Vie namese o en esul s in hyb id exp essions, limi ing hei capaci y o abs ac ion
and he a icula ion o complex ideas. Addi ionally, hey equen ly make g amma ical mis akes, use wo ds inco ec ly, and
cons uc sen ences inaccu a ely.
2.3. Backg ound knowledge in eaching eading comp ehension o e hnic mino i y s uden s
Many esea che s on eading comp ehension ha e a i med he c ucial ole o backg ound knowledge in decoding and
cons uc ing he meaning o ex s. Acco ding o Pa do (2004), “ he concep o comp ehension is commonly de ined as a p ocess in
which he eade cons uc s meaning by engaging wi h a ex h ough he in eg a ion o such ac o s as backg ound knowledge, p io
expe iences, in o ma ion in he ex , and he eade ’s s ance, posi ion, and pe spec i e in ela ion o he ex ” [4]. Simila ly, Lange
(1995) emphasizes ha each eade , wi h hei unique knowledge base, c ea es di e en ways o en isioning and imagining when
encoun e ing he same ex . This indica es ha he close he eade ’s backg ound knowledge is ela ed o he ex , he g ea e hei
abili y o p edic and deeply comp ehend i s con en [5].
Backg ound knowledge is impo an because i enables s uden s o acqui e new knowledge mo e quickly, deeply, and
accu a ely. I includes li e expe iences, p io knowledge; cul u al, amily, and en i onmen al in luences; as well as in o ma ion
acqui ed om eading books, wa ching ilms, o a eling. In o he wo ds, backg ound knowledge encompasses all he
unde s andings, expe iences, and emo ions s uden s al eady possess ha ela e o he con en o a ex . Reading a a ie y o ex s,
lis ening o di e se in o ma ion sou ces, and engaging in discussions and exchanges help s uden s b oaden and en ich hei
backg ound knowledge.
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Backg ound knowledge is a decisi e ac o o e ec i e eading comp ehension. Ac i a ing i h ough connec ion
s a egies—linking o he sel , o o he ex s, and o he wo ld—allows s uden s o build meaning ul b idges be ween pe sonal
expe iences and ex ual con en . When s uden s sha e hei connec ions h ough discussion, w i ing, o illus a ion, i di ec ly e lec s
hei p io knowledge and expe iences. Those wi h iche li e expe iences o p io exposu e o ela ed in o ma ion gene ally
demons a e be e comp ehension, mo e easily analyzing, in e p e ing, exp essing iewpoin s, easoning, and summa izing
accu a ely. As a esul , eading becomes no only mo e e ec i e bu also os e s in e es , con idence, and au onomy in lea ning.
Fo e hnic mino i y p ima y school s uden s in pa icula , backg ound knowledge holds e en g ea e impo ance. Due o
limi ed li ing condi ions, cul u al exposu e, and expe iences, many s uden s s uggle o connec p io knowledge wi h ex s.
The e o e, eache s mus no only elici and ac i a e exis ing expe iences bu also p o ide addi ional backg ound knowledge h ough
pic u es, ideos, expe ien ial ac i i ies, o explana ions o wo ds and con ex s. This ounda ion helps e hnic mino i y s uden s
expand hei unde s anding, g adually de elop eading comp ehension skills, and he eby enhance linguis ic hinking and o e all
lea ning capaci y.
2.4. De eloping eading comp ehension compe ence o e hnic mino i y s uden s h ough he p o ision o backg ound
knowledge
Human compe ence in gene al, and ha o p ima y school s uden s in pa icula , is always o med on he basis o se e al key
elemen s: backg ound knowledge, ela ed skills, and a i udes o belie s when pa icipa ing in educa ional ac i i ies. I one o hese
elemen s is lacking, he o ma ion and de elopmen o compe ence in s uden s will be limi ed o e en ine ec i e. On he o he hand,
backg ound knowledge plays a pa icula ly impo an ole because i helps s uden s acqui e new knowledge mo e quickly, mo e
deeply, and mo e accu a ely. The e o e, he i s measu e o de elop eading comp ehension compe ence o g ade 4 e hnic mino i y
s uden s is o p o ide hem wi h essen ial backg ound knowledge so ha hey can ead and unde s and ex s e ec i ely.
2.4.1. Guiding s uden s o ask hemsel es ques ions du ing eading
To make e ec i e use o backg ound knowledge, eache s should guide s uden s o ask hemsel es ques ions while eading
new ex s, he eby c ea ing di e en ypes o connec ions.
Tex - o-sel connec ions a e he easies o es ablish: while eading, s uden s d aw associa ions wi h hei own pas pe sonal
expe iences
While eaching he poem “Lên ẫy” (Going o he Field), he eache helps s uden s connec he ex o hei own expe iences
by guiding hem o ead and e lec h ough hese ques ions:
Ques ion 1: Ha e you e e gone o he ields o he upland ields wi h you pa en s, o pa icipa ed in any kind o labo ?
Desc ibe how you el du ing ha expe ience.
Objec i e: Connec eal-li e expe iences wi h he cha ac e ’s expe iences in he poem.
Ques ion 2: In he poem, he child is e y happy o help his mo he wo k in he ields. A home, wha asks do you
usually do o help you pa en s? How do you eel when doing hose asks?
Objec i e: T ain s uden s o ela e hei own expe iences o he con en o he ex .
Ques ion 3: Ha e you e e obse ed he na u al scene y ea ly in he mo ning? In wha ways is ha scene y simila o o
di e en om he one desc ibed in he poem “Going o he Fields”?
Objec i e: Help s uden s obse e and compa e eal-li e landscapes wi h he desc ip ions in he ex .
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Ques ion 4: I you we e o d aw a pic u e o a mo ning in he upland ields as desc ibed in he poem, wha would you
include? Why?
Objec i e: De elop isual hinking and imagina ion based on li e a y expe ience.
Ques ion 5: Wha lesson did you lea n om he poem abou amily lo e and lo e o na u e? Wha will you do in daily
li e o exp ess hose eelings?
Objec i e: Help s uden s d aw p ac ical lessons and o ien hei ac ions acco dingly.
Example 2: Lesson “Twin b o he s” [7, pp. 16-17]
Ques ion 1: Ha e you e e been mis aken o someone else (siblings, iends, e c.)? How did you eel when ha
happened?
Objec i e: Connec s uden s' own emo ions wi h Long's emo ions in he ex .
Ques ion 2: I you we e Long, wha would you do when people keep calling you by you b o he 's name? Why?
Objec i e: Help s uden s pu hemsel es in he cha ac e 's si ua ion o hink abou and exp ess hei own esponses
(explain gen ly, change hai s yle, e c.).
Ques ion 3: Do you ha e any siblings? Wha simila i ies and di e ences do you and you siblings sha e?
Objec i e: Help s uden s ecognize hei own iden i y, indi iduali y, and uniqueness e en when hey may look like o he s.
Ques ion 4: A e eading he s o y, how do you hink Long has changed? Ha e you e e changed you way o hinking
a e an e en ? Tell abou i .
Objec i e: De elop he skill o iden i ying cha ac e changes and connec ing hem wi h pe sonal expe iences.
Ques ion 5: F om he s o y o Long and Khanh, wha lesson did you lea n o you sel abou li ing ha moniously wi h
amily membe s and iends?
Objec i e: Fos e he abili y o espond and d aw messages om he ex (e.g., espec ing di e ences, a oiding
compa isons, always being you sel , and li ing happily wi h lo ed ones).
P o iding such eading comp ehension ques ions du ing he eading p ocess helps s uden s connec he ex wi h hei eal-
li e expe iences. These ques ions enable g ade 4 s uden s o ela e he s o y’s con en o hei own li es, eelings, and hough s —
he eby de eloping eading comp ehension skills and e lec i e hinking.
2.4.2. Ac i a ing na u al and social knowledge o e hnic mino i y s uden s
By he ime s uden s each g ades 4 and 5, hey al eady possess a ce ain ounda ion o na u al and social knowledge o med
h ough lea ning and eal-li e expe iences. Teache s need o espec and make use o his knowledge base du ing ins uc ion,
especially when guiding s uden s in eading comp ehension.
The ac i a ion and u iliza ion o s uden s’ unde s anding o na u e and socie y no only helps hem connec mo e e ec i ely
wi h he con en o he ex bu also enhances he o e all e iciency o eading comp ehension. To achie e his, eache s should
design wa m-up ac i i ies ha a e lexible and c ea i e, such as o ganizing games, posing open-ended ques ions, s o y elling, using
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songs, ideos, pic u es, o eal objec s ela ed o he lesson’s heme. In addi ion, eache s should cons uc a sys em o ques ions and
exe cises ha encou age s uden s o ecall and apply hei exis ing knowledge in o de o app oach he ex meaning ully.
Fo wa m-up ac i i ies o be e ec i e, eache s need o ca e ully s udy he ex and iden i y connec ions be ween i s con en
and he s uden s’ backg ound knowledge. This ensu es ha s uden s a e guided om wha hey al eady know, enabling hem o
ecei e new in o ma ion in a p oac i e and na u al way.
Example 1: The poem “Ngựa biên phòng” (The bo de gua d’s ho se) by Thi Thanh Nhan Phan [8, p. 67] no only e okes
a i id image o soldie s s a ioned a he bo de bu also opens up a li ely wo ld ich in na u al and social elemen s. When eaching
his poem o p ima y school s uden s, eache s can d aw on many in e disciplina y aspec s, pa icula ly knowledge o Na u e and
Socie y, in o de o en ich s uden s’ unde s anding while a he same ime os e ing essen ial quali ies and compe encies.
Th ough images such as “The ho se gallops as as as lying,” “The ho se dashes wi h i s ou hoo es,” “I s legs as s ong
as s eel,” he poem i idly depic s he cha ac e is ics o he ho se—an animal closely associa ed wi h human li e, especially in
moun ainous a eas whe e anspo a ion is di icul . S uden s may acqui e ounda ional knowledge abou he ho se’s appea ance,
speed, and s eng h, as well as i s oles in daily li e ( anspo a ion, labo , comba , e c.).
The poem’s se ing is a moun ainous bo de land wi h de ails such as “The sun jus ises,” “The o es eiled in mo ning
mis ,” “Cold win e nigh s,” “S eams winding a ound,” and “Fo es s as beau i ul as pain ings.” F om his, eache s can help
s uden s iden i y ea u es o he clima e and e ain in moun ainous a eas, name cha ac e is ic plan s such as o chids and banana
lowe s, and b oaden hei unde s anding o he na u al landscape a he na ion’s bo de s.
The image o he bo de gua d eme ges as bo h esilien (“Bending low on ho seback,” “Always chasing he enemy”) and
simple, close, and humane (“Pa ing he ho se’s back,” “Walking leisu ely beside i ”). Th ough his, eache s can help s uden s
unde s and he sac ed mission o bo de gua ds: p o ec ing he na ional bo de s and sa egua ding peace o he people, while also
cul i a ing in hem g a i ude and espec o hose who s and on he on lines. A he same ime, eache s can nu u e in s uden s a
sense o sha ing, lo e, and ca e o hose quie ly dedica ing hemsel es o he coun y.
“We, he child en o small illages / D y plen y o ag an g ass / To b ing as win e gi s / Fo he belo ed bo de gua d’s
ho se.”
Example 2: The poem "Tiếng u" (The lullaby) [8, p. 28] is a gen le and p o ound song. I con eys a deeply humanis ic
message by nu u ing in child en a lo e o o he s, a spi i o ha mony and solida i y, and a sense o esponsibili y owa d he
communi y. In addi ion o i s mo al and e hical signi icance, he poem also con ains many na u al and social elemen s ha can be
e ec i ely in eg a ed and explo ed in Vie namese language ins uc ion a he p ima y le el, pa icula ly in g ade 4—an age when
s uden s al eady possess a conside able ounda ion o knowledge h ough lea ning and eal-li e expe ience.
Righ om he opening s anza, he poem in oduces a simple and amilia na u al space:
The bee makes honey, lo ing lowe s /
The ish swims, lo ing wa e ; he bi d sings, lo ing he sky…
Th ough hese symbolic na u al images (bee, ish, bi d), he poem e okes he ha mony o li e in he na u al wo ld. I also
sub ly con eys he message ha all li ing beings a e closely bound o hei en i onmen , he eby guiding child en owa d an
awa eness o p o ec ing na u e.
In he subsequen s anzas, na u al image y is used o con ey a humanis ic philosophy o li e:
• A single s a canno b igh en he nigh /
A single s alk o ipe ice canno make a golden season.
• Moun ains a e high because o soil buil up… /
I he sea despises small i e s, how could he sea keep i s wa e s?
These e ses help s uden s be e unde s and he in e dependen ela ionships in he na u al wo ld: no hing exis s in isola ion,
and all beings and en i ies need connec ion and coope a ion. This unde s anding p o ides a ounda ion o expanding in o he
p o ound social philosophy ha he poem seeks o con ey.
The image o he bamboo ee—a na ional symbol—embodies he adi ion o mu ual suppo , g a i ude, and
in e gene a ional con inui y in he lines:
Old bamboo lo es he young shoo s /
Che ishing hem like a mo he ’s daily lo e o he child.
Teache s can guide s uden s o ela e his image y o eal-li e con ex s: in amilies (g andpa en s and pa en s wi h child en),
in schools ( eache s and s uden s), and in communi ies ( he olde gene a ion wi h he younge ). This helps s uden s ealize ha hey
a e pa o an in e connec ed, inhe i ed, and esponsible ela ionship.
Thus, eache s can u ilize he na u al and social elemen s embedded in he ex o b oaden s uden s’ eal-wo ld unde s anding
and connec language lea ning wi h li e. The in eg a ion o in e disciplina y elemen s c ea es lessons ha a e gen le ye p o ound,
con ibu ing o he o ma ion o s uden s’ cha ac e and he de elopmen o hei holis ic compe encies.
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2.4.3. Using eaching echniques o guide s uden s in explo ing eading ex s
Se e al ins uc ional echniques a e o en used e ec i ely, including b ains o ming, he KWL cha ( eco ding wha s uden s
al eady Know in column K), and he “We Know 3” ac i i y. These echniques no only help s uden s ocus hei a en ion, selec
and o ganize backg ound knowledge sys ema ically, bu also c ea e a li ely and engaging lea ning a mosphe e. Teache s can also
in eg a e hese echniques in o games such as “Passing he Cu en ” o “Who Is Sma e ?” o inc ease in e ac ion and ecei e mo e
eedback om s uden s.
The p ocess o ac i a ing backg ound knowledge no only enables s uden s o connec wi h he con en o he ex bu also
b oadens hei unde s anding and allows hem o sha e pe sonal expe iences wi h pee s. This o ms an impo an ounda ion o
imp o ing eading comp ehension in a sus ainable and comp ehensi e way.
• Example 1: Using ac i e eading echniques o explo e a ex (We Know 3, One-Minu e P esen a ion). Be o e eading he
ex “Going o he Huong Pagoda Fes i al” [18, p. 106], he eache asks each s uden o s a e h ee hings hey al eady know abou
he Huong Pagoda.
• Example 2: Using he KWL echnique. Wi h his me hod, s uden s begin by s imula ing hei hinking and ecalling all he
p io knowledge hey ha e ela ed o he lesson opic. This in o ma ion is eco ded in column K o he cha . Nex , s uden s gene a e
ques ions abou wha hey a e s ill cu ious abou o wan o lea n mo e abou — his o ms he con en in column W. Du ing he
eading p ocess, s uden s g adually ind answe s o hei ques ions and eco d he new in o ma ion hey acqui e in column L. This
app oach helps es ablish a na u al, ac i e, and e ec i e lea ning p ocess.
K
Wha I al eady know abou his opic
W
Wha I wan o lea n/know mo e
abou his opic
L
Wha I ha e lea ned abou his
opic
Mel ing ice: The phenomenon o ice
mel ing due o he Ea h ge ing wa me .
Causes: The Ea h wa ms up o many
easons, mainly due o human ac i i ies
(g eenhouse gas emissions).
Consequences:
• - The habi a s o many animals a e
al e ed, pu ing hem a isk o ex inc ion.
• - Sea le els ise.
• - F eshwa e becomes sca ce.
• - Islands and a chipelagos may be
subme ged; people lose land and homes.
Solu ions: Humans need o wo k
oge he o p o ec he en i onmen in
o de o p e en ice om mel ing.
Ques ion 1. Whe e does he
phenomenon o mel ing ice occu ?
Ques ion 2. Wha a e he causes o
mel ing ice?
Ques ion 3. Wha a e he
consequences o mel ing ice?
Ques ion 4. Wha does he ex
ad ise people o do in o de o
p e en mel ing ice?
Ques ion 5. Poin ou some ac ions
ha need o be aken o educe he
phenomenon o mel ing ice.
...................................
....................................
....................................
.....................................
......................................
Thus, when s uden s answe wa m-up ques ions and al eady possess some backg ound knowledge ela ed o he upcoming
ex , hey can app oach and unde s and he eading mo e easily. This echnique no only helps eache s and s uden s iden i y exis ing
knowledge, bu also enables s uden s o ac i ely moni o and egula e hei own eading comp ehension p ocess. A he same ime,
i c ea es oppo uni ies o s uden s o de elop ideas and ex end hei hinking beyond he ex i sel , he eby enhancing lea ning
e ec i eness.
3. CONCLUSION
De eloping eading comp ehension compe ence o e hnic mino i y p ima y school s uden s is no only an essen ial
equi emen in eaching Vie namese bu also an impo an ask in he cu en p ocess o educa ional e o m. By ac i a ing and
en iching backg ound knowledge, s uden s a e gi en oppo uni ies o connec knowledge wi h pe sonal expe ience, he eby
imp o ing hei abili y o ecei e, analyze, and in e p e ex s. Resea ch has shown ha he psychological and linguis ic limi a ions
o e hnic mino i y s uden s may p esen signi ican obs acles o eading comp ehension. Howe e , i eache s know how o ac i a e
p io knowledge, p o ide addi ional backg ound in o ma ion, and apply app op ia e eaching echniques, s uden s can sus ainably
de elop hei eading comp ehension skills.
P o iding and exploi ing backg ound knowledge no only helps e hnic mino i y s uden s gain a deepe unde s anding o ex s
bu also os e s hei abili y o eason, espond, and c ea e in lea ning. A he same ime, i na ows he language gap, os e s s uden s’
De eloping Reading Comp ehension o Vie namese E hnic Mino i y P ima y S uden s: A Founda ional Knowledge
App oach
IJSSHR, Volume 08 Issue 10 Oc obe 2025 www.ijssh .in Page 7781
con idence and communica ion compe ence in a mul icul u al educa ional en i onmen . The e o e, de eloping eading
comp ehension h ough he ac i a ion o backg ound knowledge ul ills subjec -speci ic goals. I also ca ies long- e m signi icance
in nu u ing he hinking, emo ions, and cha ac e o e hnic mino i y s uden s a he p ima y le el.
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