Keyword: «reading literacy»

The article examines the role of reading literacy as a condition for achieving the planned meta-subject results of students of basic general education. The importance of reading literacy and information processing for the successful achievement of meta-subject learning outcomes in the context of globalization and informatization is noted. The article shows the role of reading literacy in achieving the goals of students of basic general education.

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.

The article discusses the issue of the reading literacy formation in the native (Yakut) and Russian languages. The relevance of the study is due to the importance of the successful formation of reading skills among primary school students as one of the basic educational outcomes and components of functional literacy, as well as to the lack of up-to-date data on the condition of reading activity in two languages and methods of its diagnostics at the modern stage of bilingual education development in the Republic of Sakha (Yakutia).The aim of the study is to describe the current state of reading activity in the Yakut and Russian languages and to work out diagnostic materials for the quality of reading literacy in bilingual children. The methodological basis of the research consists of situational, competence-based and empirical approaches, in which pedagogical observation was conducted in urban and rural schools, contextual questioning of three target groups (primary school teachers, parents of younger schoolchildren and students in grades 1-4 of Yakut schools). The results of previous research on the topic of bilingual education were reinterpreted in terms of reading skills, international methods of reading literacy measurements among primary school students and selected methodological developments were studied. As a result of the research, empirical data were obtained on the current state of reading activity of primary school students in two languages, including comparative aspects. Besides, diagnostic materials designed to identify the quality of reading literacy in their native (Yakut) and Russian languages were developed. The author came to the conclusion that diagnostic materials require prolonged experimental verification and testing in primary schools with the native language of instruction. The theoretical significance of the research lies in the concretization of the methodological and linguistic-didactic foundations of reading literacy formation among bilingual students. The practical significance is determined by the prospects for the maximum use of methodological recommendations and educational and practical materials in the educational activities by teachers at Yakut schools for the formation of reading literacy in the Sakha language among primary school students.

The article examines the structure of ARVW and tasks in Russian for grades 5–6 from the point of view of their potential for the development of reading literacy. The authors draw attention to the fact that various cognitive mechanisms are involved in completing the tasks. Also, an important aspect touched upon by the authors is the inclusion of the parental community in the orbit of the student's interests.

Reading literacy at the present stage of education development is considered as the basis for the success of school graduates, the guarantee of further self-education and self-development, socialization in society. The basis for the formation of reading literacy is laid already in primary school. Most teachers organize work with text in lessons on the subject "Literary Reading", less often in lessons on the subject "The World Around Us". Basically, the work is carried out with fiction texts, educational articles, and less often with scientific texts. However, such work is not systematic as a rule. Therefore, it is important to look for new effective approaches that allow building a system of work on developing reading literacy in primary school students. The aim of this article is to consider the possibilities of developing reading literacy when conducting research in primary school lessons through working with text information. In accordance with the goal, the following tasks are set: to characterize reading literacy as a key new formation of a modern schoolchild; to examine conducting research in primary school lessons as a productive way of organizing work with text information; to analyze the possibilities of using different types of reading: viewing, searching, familiarizing, studying in research lessons in primary school; to develop an approach to working with text information when conducting research, allowing to develop groups of reading skills underlying the reading literacy of primary school students. To solve the set tasks, the following theoretical methods were used: analysis of state and international documents, domestic and foreign scientific and methodological literature, synthesis, generalization. The study is based on the following: systems approach, activity theory, general approaches to the formation of functional literacy, theoretical approaches to the reading literacy of schoolchildren, scientific approaches to the concept of "research activity". As a result of the work, a new approach to working with text information when conducting research in primary school lessons is presented. We see the theoretical significance of the article in considering research organized in lessons as a productive form of educational activity for the development of reading literacy. We also analyzed the types of reading from the point of view of developing reading skills. The practical significance of their use is substantiated depending on the goals of searching activities when working with text information. This solution can be useful for primary school teachers for systemic work on the development of reading skills that underlie the reading literacy of schoolchildren.