The ability to read efficiently is

The ability to read efficiently is really important to success of students in many areas during their academic time and their long life achievements as well. In order to read effectively students need to understand deeply and fully what reading is. There are many definitions of reading and each denifition may reflect some aspects of reading.
Christine Nuttall (1996, p.4) asserts :
“ Reading is a communication process. The writter has a message in mind which he ( suppose the a writer is a man) wants som body else to share. To make this possible, he must put it into words. That is he must encode it. Once encoded, it is available outside his mind as a written text. The text is accessible to the mind of another person who reads and may then decode the massage it contains. After decoded, the reader gets that massage. As a result, the communication between the writer and the reader achieved. We can understand that the process of reading involves decoding the writer’s words and then using background knowledge to construct and approximate understanding of the writer’s message. Nonetheless, the fact that we can not be sure that the reader can get the message of the text out since we know from experience that the text seems easy to one person but may seem difficult to another. So it is clear enough for us to say that reading means getting out of the text nearly as possible the message the writer put into it.”
In addition, Goodman (1970, p.103) say that “ reading is a psycholinguistic process by which a reader – the language user – reconstructs, as best as he can, a message which has been encoded by a writer as a graphic display”. This definition implies that there is an indispensable interaction between language and thought, because “ the writter encodes thought as language and the reader decodes language to thought” (Goodman, 1988, p.12).
Similarly, Aebersold and Field ( 1997, p.15) write that reading is what happens when people look at a text and assign meaning to the written symbols in that text. The text and the reader are two physical entities necessary for the reading process to begin. It is, however, the interaction between the text and the reader that constitutes actual reading.
Sharing this opinion, Harmer (1983, p.153) also thought that “ reading is an exercise dominated by the eyes and the brain. The eyes receive massages and the brain then has to work out the significance of those massages”. In other words, reading is the process of receiving the massages from the text and constructing meaning through the massages.
According to Carell devince and Eskey (1988; as quoted in Van, 2007, p.4), “ Reading is a process in that it starts with linguistic surface representation encoded by a writer and ends with meaning, which reader constructs. There is, thus, an essential interaction between language and thought in reading. The writer encodes thought in language and the reader decodes languge in thought”. This defenition stresses the relationship between the writer, the reader and the text.
It is very obvious that each person can have a different definition of reading and each of them focuses on one important matter of reading. However, we find that there is a close relationship between reading and understanding. Therefore, students should be able to understand clearly the nature as well as many aspects of reading if they want to get achievements in learning process.
2.1.2. Word Attack Skills
Word knowledge is the key ingredient in successful reading in second or foreign language ( Cooper, 1984 as cited in Cobb and Horst, 2001, p.4). Therefore, word attack skills are needed to deal with the lexical items that block comprehension. According to Nuttall (1996, p.62-76), word attack skills consist of three sub-skills: the interpretation of structural clues (both syntactial and more morphological); inference from context; and the use of dictionary.
- Structural Clues
One of the most useful word attack sub-skill is the ability to use structural clues/ information to assign meaning to a word. Nuttall (1986,p.69 claims that structural clues are divided into two types:
A. Structural Clues : Grammatical Function
By looking at the position of a word in a sentence, the students can establish at least its grammatical category ( whether it is noun, verb, etc.). This tells the readers the kind of meaning to look for and is thus a first step on the road to understanding.
B. Structural Clues : Morpholophy
The morpholophy or internal structure of a word may offer valuable clues to it meaning ( Nuttall, 1996, p.70). In English, this involves the study of affixation just as what is claimed by Maker and Lenier (1986, p.7) that “way to understand thousands of new words is to gain knowledge of basic words parts”.
- Inference from Context
Maker and Lenier (1986, p.1) state that the readers learned most of the word they know by hearing or seeing them in a particular context. It means the meaning of a word is achieved from the context in which it occurs. Morever, with every subsequent occurrence, the meaning

Kết quả (Việt) 1:

Khả năng đọc một cách hiệu quả là thực sự quan trọng cho thành công của sinh viên trong nhiều lĩnh vực trong thời gian học tập của họ và những thành tựu cuộc sống lâu dài của họ. Để đọc một cách hiệu quả học sinh cần phải hiểu sâu sắc và đầy đủ đọc những gì. Có nhiều định nghĩa của đọc và mỗi denifition có thể phản ánh một số khía cạnh của đọc.Christine Nuttall (1996, p.4) khẳng định:"Đọc là một quá trình giao tiếp. Writter có một tin nhắn trong tâm trí mà ông (cho rằng là một nhà văn là một người đàn ông) muốn som cơ thể khác để chia sẻ. Để thực hiện điều này có thể, ông phải đưa nó vào từ. Đó là ông phải mã hóa nó. Khi mã hóa, nó sẽ sẵn sàng bên ngoài tâm trí của mình như là một văn bản văn. Các văn bản là có thể đến để tâm trí của một người đọc và sau đó có thể giải mã các massage nó chứa. Sau khi giải mã, người đọc được mà mát-xa. Như một kết quả, các giao tiếp giữa các nhà văn và người đọc đạt được. Chúng tôi có thể hiểu rằng quá trình đọc liên quan đến giải mã từ các nhà văn và sau đó sử dụng kiến thức nền để xây dựng và xác định sự hiểu biết của các nhà văn thư. Tuy nhiên, một thực tế rằng chúng tôi có thể không phải chắc chắn rằng người đọc có thể nhận được tin nhắn văn bản ra kể từ khi chúng ta biết từ kinh nghiệm mà các văn bản có vẻ dễ dàng với một người nhưng có thể có vẻ khó khăn khác. Do đó, nó là rõ ràng đủ để chúng tôi nói rằng đọc có nghĩa là nhận được ra khỏi văn bản gần như có thể thông báo các nhà văn đưa vào nó."In addition, Goodman (1970, p.103) say that “ reading is a psycholinguistic process by which a reader – the language user – reconstructs, as best as he can, a message which has been encoded by a writer as a graphic display”. This definition implies that there is an indispensable interaction between language and thought, because “ the writter encodes thought as language and the reader decodes language to thought” (Goodman, 1988, p.12).Similarly, Aebersold and Field ( 1997, p.15) write that reading is what happens when people look at a text and assign meaning to the written symbols in that text. The text and the reader are two physical entities necessary for the reading process to begin. It is, however, the interaction between the text and the reader that constitutes actual reading.Sharing this opinion, Harmer (1983, p.153) also thought that “ reading is an exercise dominated by the eyes and the brain. The eyes receive massages and the brain then has to work out the significance of those massages”. In other words, reading is the process of receiving the massages from the text and constructing meaning through the massages.According to Carell devince and Eskey (1988; as quoted in Van, 2007, p.4), “ Reading is a process in that it starts with linguistic surface representation encoded by a writer and ends with meaning, which reader constructs. There is, thus, an essential interaction between language and thought in reading. The writer encodes thought in language and the reader decodes languge in thought”. This defenition stresses the relationship between the writer, the reader and the text.It is very obvious that each person can have a different definition of reading and each of them focuses on one important matter of reading. However, we find that there is a close relationship between reading and understanding. Therefore, students should be able to understand clearly the nature as well as many aspects of reading if they want to get achievements in learning process.2.1.2. Word Attack SkillsWord knowledge is the key ingredient in successful reading in second or foreign language ( Cooper, 1984 as cited in Cobb and Horst, 2001, p.4). Therefore, word attack skills are needed to deal with the lexical items that block comprehension. According to Nuttall (1996, p.62-76), word attack skills consist of three sub-skills: the interpretation of structural clues (both syntactial and more morphological); inference from context; and the use of dictionary. - Structural CluesOne of the most useful word attack sub-skill is the ability to use structural clues/ information to assign meaning to a word. Nuttall (1986,p.69 claims that structural clues are divided into two types:A. Structural Clues : Grammatical FunctionBy looking at the position of a word in a sentence, the students can establish at least its grammatical category ( whether it is noun, verb, etc.). This tells the readers the kind of meaning to look for and is thus a first step on the road to understanding.B. Structural Clues : MorpholophyThe morpholophy or internal structure of a word may offer valuable clues to it meaning ( Nuttall, 1996, p.70). In English, this involves the study of affixation just as what is claimed by Maker and Lenier (1986, p.7) that “way to understand thousands of new words is to gain knowledge of basic words parts”. - Inference from ContextMaker and Lenier (1986, p.1) state that the readers learned most of the word they know by hearing or seeing them in a particular context. It means the meaning of a word is achieved from the context in which it occurs. Morever, with every subsequent occurrence, the meaning