Evaluation of Experimental Results and Verification Experiments

With proficiency, in the experimental class, although there were changes compared to the experimental class, through observation, we saw that students were still confused when reading words in sentences, even some words, they still had to spell. Although logical pauses were present, they were still slow and hesitant when reading some long words in sentences.

In terms of flexibility, the situation is worse than proficiency and accuracy. The ability to apply sentences in different situations of students is only at an average level. This is on the one hand in terms of technique, when reading sentences requires readers to have overall skills as mentioned above, on the other hand, when applying, it also requires readers to understand the meaning of the sentence to be able to apply.

In terms of accuracy, besides the advantages that students have after applying the experimental method, students still encounter certain basic errors in the reading process. These are errors, incorrect pronunciation, reading separate words, reading intonation that is not correct with the sentence (however, this part does not require readers to read with correct intonation) and other errors similar to those analyzed in the current situation. As for the control class, the situation is not better, as evidenced by the average score in accuracy of only X = 1.74, at a poor level.

3.4.2.5. Changing Vietnamese paragraph reading skills

In this study, in our opinion, paragraph reading skill must be one of the comprehensive skills because it integrates letter reading skill, rhyme reading skill, word reading skill and sentence reading skill.

Looking at the table below, we can see that under the influence of the pedagogical experimental method, the level of Vietnamese reading skills in the experimental class was higher than that of the control class. However, the level was only at an average level ( X = 3.01), while in the control class X = 1.72.

Table 3.33 . Changes in Vietnamese paragraph reading skills of first-grade Co Ho ethnic students in experimental class, control class and verification class

Evaluation criteria	Experimental Class GPA	Average of Control Class	Test class average
1	Proficiency	3.08	1.62	3.13
2	Flexibility	2.97	1.94	3.09
3	Correctness	2.98	1.60	3.14
	Average	3.01	1.72	3.12
	Level:	Medium	Least	Medium

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3.5

2.5

1.5

Experimental class

Control class

Test class

0.5

Proficiency Flexibility Correctness

To make it easier to monitor the changes in Vietnamese reading skills of first-grade Co Ho ethnic students in experimental, control and validation classes, let's look at the following chart:

Chart 3.7 . Changes in Vietnamese reading skills of first grade students of the Co Ho ethnic group in the experimental class, control class and verification class.

The proficiency of reading Vietnamese passages in the experimental class was only at an average level with X = 3.08, while in the control class it was only X = 1.62. This shows that although the method had a positive impact, the effectiveness was not high. The students still did not have proficiency and fluency in reading texts.

In terms of flexibility and accuracy, few students know how to flexibly apply language situations when reading, many students do not know how to apply their existing knowledge to different situations of reading texts, although they have been taught and practiced by their teachers in class. This shows that there needs to be a more positive impact to help students reduce errors and increase flexibility in reading Vietnamese passages.

3.4.3. Evaluation of experimental results and experimental verification

As analyzed above, we conclude that applying pedagogical experimental measures by increasing perception time and implementing reading practice activities at all text levels has positive value for improving Vietnamese reading skills of first-grade students of the Co Ho ethnic group.

The results are shown in the table below:

TT	Levels Text readability	Experimental class			Control class			Verification class
		Average	Level	General classification	Average	Level	General classification	Average	Level	General classification
1	Skill read letters	3.88	Rather	X = 3.402 Rather	2.81	Medium	X = 2.27 Weak	3.74	Rather	X = 3.40 Rather
2	Skill rhyme	3.44	Rather		2.39	Central jar		3.48	Rather
3	Word reading skills	3.50	Rather		2.37	Medium		3.54	Rather
4	Skill read the sentence	3.18	Central jar		2.05	Weak		3.12	Central jar
5	Skill read the paragraph	3.01	Central jar		1.72	Least		3.12	Central jar

Table 3.34 . Summary results of Vietnamese reading skills of first grade students of the Co Ho ethnic group in the experimental class, control class and verification class.

4.5

3.5

2.5

1.5

0.5

Experimental class

Control class

Test class

Letters Rhymes Words Sentences Paragraphs

To make it easier to monitor the changes in Vietnamese reading skills of first-grade Co Ho ethnic students in the experimental, control and validation classes, let's look at the following chart:

Chart 3.8.Summary results of Vietnamese reading skills of first grade students of Co Ho ethnic group in experimental, control and validation classes

While in the control class, the Vietnamese reading skills of the first grade students of the Co Ho ethnic group were only at a weak level, in the experimental class they were at a fair level. This result is consistent with the hypothesis and has significant scientific value.

To confirm the changes between the component skills of the experimental and control groups, we conducted a T-test with 2 independent samples. The T-test showed that the (sig .) p of the letter reading skills, rhyme reading skills, word reading skills, sentence reading skills, and Vietnamese paragraph reading skills were all less than 0.05. Specifically, (sig .)p reading letters = 0.00 < 0.05; (sig .)p reading rhymes = 0.00 < 0.05; (sig .)p reading words = 0.00 < 0.05; (sig

.)p reading sentences = 0.00 < 0.05; (sig .)p reading paragraphs = 0.00 < 0.05. From that, it can be seen that if there is a difference in the results in the experimental class compared to the control class, the difference is due to the impact measures created and not existing in the experimental or control groups themselves.

Indeed, thanks to the intervention, the Vietnamese reading skills of the experimental class increased more than the control class. The variables related to the experimental class were all controlled to a certain extent. In the same learning environment and at the same time, the basic difference between the experimental class and the control class was the intervention measures. Therefore, this result shows the effectiveness of the intervention measures and confirms the experimental hypothesis: the change in the teaching method of teachers towards activating the Vietnamese reading activities of the first grade students of the Co Ho ethnic group has increased the level of Vietnamese reading skills, increasing the effectiveness of the children's Vietnamese reading skills.

Table 3.35 . Summary results of listening and writing skills in experimental class, control class and verification class

Levels hearing write text	Experimental class			Control class			Verification class
	Average	Level	General classification	Average	Level	General classification	Average	Level	General classification
1	Alphabet	6.44	Rather	Rather	4.91	Central jar	Weak	6.41	Rather	Rather
2	Rhyme	6.11	Rather		3.43	Weak		6.09	Rather
3	From	6.01	Rather		3.35	Weak		6.04	Rather
4	Sentence	4.88	Central jar		2.89	Weak		4.90	Central jar
5	Paragraph	4.32	Central jar		2.03	Weak		4.24	Central jar

When examining the Vietnamese listening and writing skills of first-grade Co Ho ethnic students in the experimental class, control class and control class, we found that the scores in the experimental class and control class were much higher than those in the control class.

To make it easier to monitor the changes in Vietnamese listening and writing skills of first-grade Co Ho ethnic students in the experimental, control and validation classes, let's look at the following chart:

Experimental class

Control class

Test class

Alphabet

From

Sentence

Paragraph

Chart 3.9 . Results of listening and writing skills in experimental class, control class and verification class

Thus, through the experimental pedagogical impact, not only the Vietnamese reading skills of first-grade Co Ho ethnic students were increased, but the students' listening and writing abilities were also changed in a positive direction.

CHAPTER 3 SUMMARY

Research on the current status of Vietnamese reading skills (from the perspective of reading aloud) of first-grade students of the Co Ho ethnic group shows that:

- The reading skills of Vietnamese of the first grade students of the Co Ho ethnic group are only at a weak level. The criteria considered are the fluency, flexibility of the students at a weak level and the accuracy of the reading skills at a weak level. The effectiveness of the students' Vietnamese reading skills is low. There is a positive correlation between fluency, flexibility and accuracy.

- In the five component skills considered in Vietnamese reading skills: letter reading skills; rhyme reading skills; word reading skills; sentence reading skills and paragraph reading skills, letter reading skills are at the highest level (average level) compared to the remaining skills while paragraph reading skills are at the lowest level (average level).

Poor). Spelling skills, word reading skills and sentence reading skills are all at a weak level (level 2).

- There are many factors that negatively affect the Vietnamese reading skills of first-grade Co Ho students: interference between Co Ho and Vietnamese; due to initial Vietnamese language skills; due to lack of interest in learning Vietnamese; due to lack of practice reading Vietnamese at home; due to health conditions; due to living conditions without Vietnamese; due to little time for learning Vietnamese reading in class; due to Vietnamese content programs not being suitable for Co Ho students; due to teachers' teaching methods; due to teachers not knowing Co Ho, which affects the teaching process; due to lack of textbooks and teaching aids for Vietnamese and due to the classroom environment being full of Co Ho students, students do not have many opportunities to speak Vietnamese. Among the many influencing factors, the following factors have the most influence: due to students being interfered with Co Ho and Vietnamese during the learning process (ranked 1st); due to students' initial Vietnamese language skills being limited or non-existent (ranked 2nd); due to living conditions (family, social relationships) not having an environment to use Vietnamese (ranked 3rd), due to little time spent learning to read Vietnamese in class (ranked 4th) and due to teachers' inappropriate teaching methods (ranked 5th).

- The results of the experimental study on pedagogical impact show that, in the teaching process, teachers increase the time for practicing reading Vietnamese words based on orientation, supplement with exercises on reading letters, rhymes, words, sentences, and paragraphs for students, and at the same time pay attention to individualization in teaching to minimize interference between the two languages Co Ho and Vietnamese, which has improved the Vietnamese reading skills of students at all levels of reading text.

CONCLUSION AND RECOMMENDATIONS

1. CONCLUSION

1.1. Skills are the application of existing knowledge, experience and appropriate operations to actions and activities to effectively perform actions and activities in specific and determined conditions. Accordingly, when considering skills, it is necessary to take into account the factors of knowledge, experience and appropriate activities, actions and operations.

Reading skills are the application of existing language knowledge, experience and appropriate operations to effectively perform speech actions and activities, converting the written form of letters, syllables, words, phrases, sentences, paragraphs and texts into sounds according to the phonetic standards of a given language.

The Vietnamese reading skill of first grade students of the Co Ho ethnic group is the application of existing knowledge, language experience and appropriate operations to effectively perform actions and speech activities to convert the written form of letters, rhymes, words, phrases, sentences, paragraphs and texts into sounds according to Vietnamese phonetic standards.

1.2. According to the level of the text, the Vietnamese reading skills of the first grade students of the Co Ho ethnic group are considered in the following basic skills: letter reading skills; rhyme reading skills; word reading skills; sentence reading skills and paragraph reading skills. Vietnamese reading skills are considered according to 3 criteria: correctness, fluency, flexibility and according to 5 levels: good, fair, average, weak, poor. The Vietnamese reading skills of the first grade students of the Co Ho ethnic group are at a weak level (level 2). In which: letter reading skills are at an average level; rhyme reading skills are at a weak level; word reading skills are at a weak level; sentence reading skills are at a weak level and paragraph reading skills are at a poor level. Students do not have fluency and flexibility in Vietnamese reading skills, and there are many mistakes in Vietnamese reading skills. In short, first graders of the Co Ho ethnic group have the ability to read Vietnamese but only at a weak level.

During the reading process, students often have interference from Co Ho sounds into Vietnamese sounds. Their Vietnamese listening and writing ability is also low. Many students do not write correctly or completely when asked to listen and write. There is a positive correlation between the criteria of fluency, flexibility and correctness in all skills.

There are many factors affecting the Vietnamese reading skills of first-grade students of the Co Ho ethnic group: due to the students' initial Vietnamese language capital being little or non-existent; due to living conditions (family, social relationships) not having an environment to use Vietnamese; due to the teachers' inappropriate Vietnamese teaching methods; due to the students being interfered with between the Co Ho language and Vietnamese during the reading process... Of these, the factor due to the students being interfered with between the Co Ho language and Vietnamese has the most influence; the factor due to the students' initial Vietnamese language capital being little or non-existent has the second influence; objective factors: due to the lack of textbooks and Vietnamese teaching aids has the least influence.

1.3. The experimental program has improved the Vietnamese reading skills of first-grade students of the Co Ho ethnic group through synchronous and active measures: raising awareness of language (at all levels of text); practicing reading activities has brought about strong changes in a positive direction in all reading skills. In which, the most obvious impact is on reading skills of rhymes, words, sentences and paragraphs. In the control class, rhyme reading skills were only average, word reading skills were only average, sentence reading skills were only weak, paragraph reading skills were only poor, while in the experimental class, the corresponding levels were: good, good, average and average.

It can be said that the thesis has fully solved the research tasks and the research results have confirmed the proposed hypothesis.

2. PROPOSAL

2.1. For social management and education management levels: it is necessary to create a Vietnamese language environment for first-grade students of the Co Ho ethnic group so that students can improve their Vietnamese language skills in general and their Vietnamese reading skills in particular. Although it is very difficult to create a Vietnamese language environment right in the Co Ho community because this ethnic group lives in communities and has little intermingling with the Kinh people, it is possible to create a Vietnamese language environment for students before they go to primary school by increasing their familiarity with Vietnamese in preschool and kindergarten classes. On the other hand, at the macro level, the Ministry of Education and Training needs to conduct more scientific research and have more feasible policies to enhance Vietnamese language skills for students at preschool and primary levels.

2.2. For primary schools and teachers directly teaching: in addition to the first grade at this primary school in a difficult area studying the enhanced Vietnamese program and studying 2 sessions/day, the school needs to send teachers to

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