CHARACTERISTICS OF REWRITTEN FOLK TALES AND INSTRUCTIONAL STRATEGIES FOR DEVELOPING READING COMPREHENSION SKILLS IN PRIMARY SCHOOL STUDENTS

Abstract

 This article analyzes the genre characteristics of rewritten folktales included in current Vietnamese primary school textbooks. As a hybrid form between traditional folklore and contemporary creativity, rewritten folktales retain the core motifs of folk narratives such as linear plotlines, symbolic characters, and moral endings-while adapting the content, language, and values to modern contexts and young readers. Based on these features, the article proposes several pedagogical strategies aligned with a competency-based teaching approach: identifying familiar elements, interpreting symbolic characters, comparing versions, creatively transforming texts, and integrating with other subjects. When flexibly and creatively applied in teaching, rewritten folktales not only foster students’ linguistic and literary competencies but also nurture their ethical awareness, imaginative thinking, and cultural identity.