Applying the “super six” reading strategies to teaching science fiction short stories at lower secondary level: from current practices to pedagogical orientations

Abstract

Science fiction narratives in the lower secondary Vietnamese Language Arts curriculum pose distinctive reception demands, causing many students to struggle with visualizing the fictional world, identifying key information, and constructing textual meaning. Drawing on survey data collected from several lower secondary schools and an analysis of the compatibility between the cognitive demands of the science fiction genre and contemporary reading-strategy models, this article proposes pedagogical orientations for integrating the “Super Six” reading strategies as a three-phase instructional framework. The proposed procedure aims to support students in actively decoding the text and improving their overall comprehension. Initial analysis indicates that the selective and context-sensitive application of the Super Six strategies is both feasible and aligned with the competency-based reading objectives outlined in the current Vietnamese Language Arts curriculum.