Abstract

Reading comprehension and literary appreciation are closely intertwined in readers’ engagement with literary works. Reading comprehension enables students to understand textual content, develop aesthetic responses, appreciate the beauty of literary imagery, and recognize the values conveyed by literary works. However, primary school reading instruction continues to focus predominantly on textual content, with limited systematic attention to the development of literary appreciation. Drawing on an examination of the relationship between reading comprehension and literary appreciation and an analysis of the curriculum and narrative texts in the fourth-grade Vietnamese language textbook, this paper proposes instructional strategies for developing literary appreciation among fourth-grade students. These strategies emphasize enriching aesthetic experiences, eliciting emotional engagement, and encouraging personal responses. The study contributes to the scholarly foundation for developing literary appreciation through narrative reading comprehension instruction in primary education.

Keywords: Developing literary appreciation among fourth-grade students, literary appreciation, narrative reading comprehension instruction, reading comprehension.