Teaching how to read texts effectively is the question that has been constantly answered in the field of research on reading comprehension. Many models have been proposed, tested and applied. The three-phase reading comprehension instructional model (before, during and after reading) is associated with reading comprehension studies at a later stage of the cognitive revolution and with the emergence of schema theory, theory of cognitive processes and metacognition of readers in reading
Teaching how to read texts effectively is the question that has been constantly answered in the field of research on reading comprehension. Many models have been proposed, tested and applied. The three-phase reading comprehension instructional model (before, during and after reading) is associated with reading comprehension studies at a later stage of the cognitive revolution and with the emergence of schema theory, theory of cognitive processes and metacognition of readers in reading [1-5],... In the set of thematic reports by the National Reading Panel, when systematizing works on reading comprehension instruction, the authors mention how reading strategies are used corresponding to a process that guides students to read and understand texts [6]. The book “What research has to say about reading instruction?” published by the International Reading Association in 2002 has two chapters dealing with this issue. In chapter 10 of the book, Nell. K. Duke and David Pearson analyze effective practices for developing reading comprehension. In chapter 13, Michael Pressley, when dealing with metacognition and self-monitoring of comprehension activities, explicitly states the phases of reading a text with the specific contents actively read by the reader at each phase in the process of constructing meaning [7, 8]. Basically, the three-phase reading comprehension instruction model is the result of empirical research. In many ways including the “think-aloud” technique, researchers have "decoded" how the cognitive process takes place within the reader. Since then, they have been developing and completing the “portraits” of active readers and those who have difficulty understanding texts. This is the basis for identifying an effective reading process that begins before the reader actually perceives each part of the text, followed by reading the text in turn (while reading) and acting out after reading the text. From theoretical study, the three-phase reading model has been introduced to schools through teacher guides and high school Language Arts textbooks. These include the Texas Education Agency's “Comprehension instruction”, and literary textbooks published by publishers such as McDougal Littell, Mc. GrawHill, Holt, Rinehart and Winston, etc.
In Vietnam, reading comprehension has become the content of teaching in the subject of Language Arts associated with the curriculum and textbooks after 2002. So far, there have been a number of studies about applying theories of reading comprehension [9]. However, the three-phase reading model has not been paid adequate attention. Research into practical applications of the model can contribute to the development of generations of positive readers—the outcome of training with orientation to develop learners’ competencies.
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