Olga V. Tymasheva

The relevance of the study is due to the need to develop students' reading comprehension not only in the process of studying the Humanities, but also in the process of learning mathematics. The results of Russian and foreign studies convincingly report about the negative impact of insufficiently developed reading literacy on the quality of mathematical training of students in secondary schools. Reading comprehension at this stage of education is closely related to the development of students' thinking. And deficiencies in the development of skills in working with information, skills of meaningful reading can lead to a situation of academic failure, including that in mathematics. The aim of the article is to identify the components of reading comprehension that are key for students at risk of academic failure, and to describe the ways of their formation in the process of teaching mathematics. Based on the analysis of psychological and pedagogical literature on the problem of developing reading comprehension, the structure of reading comprehension was determined. The results of diagnostic works on assessment of reading comprehension and all-Russian test works in mathematics allowed us to identify the current list of deficiencies in formation of individual actions – components of reading comprehension among students with risks of academic failure, and to develop a scientifically substantiated approach to its formation, which is presented in the form of a model. Methodological recommendations on development of reading comprehension among students with risks of academic failure are given, didactic conditions of the model implementation in the process of teaching mathematics are described. The material of the article is partially tested in educational practice and contains a description of effective ways of formation of reading comprehension among students with risks of academic failure. The theoretical significance of the article lies in the study of new aspects of the development of reading comprehension among schoolchildren. The results of the study expand approaches to solving the problem of reading comprehension development among students and set the vector of search for new effective methodological solutions. The practical significance lies in the possibility of using the presented results to improve approaches to designing the content and organizing the activities of students in mathematics lessons in secondary school.