Tien, P. A., Vân, L. M., & Hưởng, N. T. (2016).

Nghiên cứu việc ứng dụng chiến lược đọc

sâu của sinh viên năm thứ 3, hệ chuyên ngữ Trường Đại học Công. . . ResearchGate.

https://www.researchgate.net/publication/351304814_Nghien_cuu_viec_ung_dung_c

hien_luoc_doc_sau_cua_sinh_vien_nam_thu_3_he_chuyen_ngu_Truong_Dai_hoc_C

ong_nghiep_Ha_Noi

(1)

Author of Master's research paper. Le Mai Van, Master. Pham Anh Tien, Master. Nguyen Thi
Huong (February 20, 2016) “Nghiên cứu việc ứng dụng chiến lược đọc sâu của sinh viên
năm thứ 3, hệ chuyên ngữ Trường Đại học Công nghiệp hà nội” . After analyzing and
synthesizing the current status of students' use of deep reading strategies in the process of
learning reading comprehension skills and reading English texts through questionnaires, the
research team conducted experimental research. , integrated instruction for a group of 25
students to practice the deep reading strategies suggested by Varprasad (2007) in the Reading
curriculum. The study has contributed to providing some basic information about the frequency
of using deep reading strategies of third-year English language students as well as confirming the
effectiveness of the experimental program when applying the strategy. In-depth reading
strategies into the Reading curriculum

(2) Việt, H. B. (2019). Nghiên cứu đọc hiểu văn bản và dạy học đọc hiểu tác
phẩm văn chương trong nhà trường phổ thông. Tạp chí Giáo dục, số 489 (31-
34). Bộ Giáo dục và Đào tạo.

Authored by Hoang Bach Viet on November 25, 2019, “NGHIÊN CỨU ĐỌC HIỂU VĂN BẢN VÀ DẠY
HỌC ĐỌC HIỂU TÁC PHẨM VĂN CHƯƠNG TRONG NHÀ TRƯỜNG PHỔ THÔNG” . this research
paper concludes that the theory underpinning the comprehension of literary works, as well as its
application in educational settings, transcends mere reading proficiency, levels, and strategies. It
extends into a realm where students not only grasp the act of reading but also expand their
awareness of the characteristics inherent in literary works. This expansion facilitates a broader
understanding of the "openness" for self-improvement, promoting an effective approach to
public reading. The interplay between artistic symbols and the act of reading is identified as a key
factor in creating this effect. What may initially appear as a monotonous work with a structured
composition transforms, in the hands of readers, particularly students, into a conquest marked by
nuanced points of explanation and references to pertinent meanings. This transformation occurs
without compromising the inherent stability and value of the literary work, unveiling layers of
significance that resonate with the reader.