FORMATION OF READING LITERACY OF PRIMARY SCHOOLCHILDREN THROUGH THE USE OF PRODUCTIVE READING TECHNOLOGY
Stepanova V.D.
FGAOU IN «Belgorod State University»,
Belgorod, Russia
Annotation. The article gives definitions of reading literacy and the technology of productive reading, examines its components, and offers a fragment of a literary reading lesson.
Keywords. Reading literacy, technology of productive reading, junior schoolchildren, full-fledged perception and understanding of the text.
Reading literacy occupies a special place in the life of a modern person. It is about a person's ability to understand and use written texts, to think about them in order to achieve their goals; expand their knowledge and capabilities, participate in social life. Our world is a text, all information received is a text organized in one way or another.
The formation of the reading literacy of a younger student is one of the most urgent tasks of modern primary education.
The phrase «reading literacy» appeared in the context of international testing in 1991. In the PISA study, «reading literacy is the ability of a person to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, participate in social life».
Expanding the concept of «reading literacy», we can conclude that in order to rely on reading as the main type of educational activity at school, school graduates must have special reading skills that are necessary for full-fledged work with texts.
Reading literacy is defined by:
possession of reading technique;
methods of understanding the read and listened to the work;
knowledge of books and the ability to choose them independently;
the formation of the spiritual need for a book as a means of understanding the world and self-knowledge.
An important role in the formation of the reading culture of younger students is played by literary reading lessons, where children learn to work with text and receive new information for themselves. The organization of work with educational tasks in literary reading lessons is singled out as the most important condition for the formation of reading literacy in younger schoolchildren.
In modern practice, the productive reading technique developed by Professor N.N.Svetlovskaya deserves attention. It provides a full-fledged perception and understanding of the text by the reader, his active reading position in relation to the text and its author with the help of specific reading techniques, and contributes to the formation of functional literacy.
The technology of productive reading is a nature-friendly educational technology based on the laws of reading activity and providing, with the help of specific reading techniques, a full-fledged perception and understanding of the text by the reader, an active reading position in relation to the text and its author.
From the standpoint of the structure of the reader's activity, the technology involves three stages of working with the text (natural for any reader).
I. Working with text before reading.The goal is to develop such an important reading skill as anticipation, i.e. the ability to guess, predict the content of the text by title, author's name, illustration. The main task of an adult is to make the child desire, motivation to read a book.
II. Working with text while reading.The goal is to understand the text and create its reader's interpretation (interpretation, evaluation). The main task of an adult is to provide a full-fledged perception of the text.
III. Working with text after reading.The goal is to adjust the reader's interpretation in accordance with the author's meaning. The main task of an adult is to provide an in-depth perception and understanding of the text.
Here is a fragment of a lesson on the use of productive reading technology in a literary reading lesson in the 1st grade on the topic «The relationship between a man and a dog» (based on the story of Y. Koval «Dick and blueberries»).
1. Reading the story "Dick and Blueberries" by Y. Koval.
The teacher asks the children to open the textbook on p. 142.
a) Working with illustrations before reading.
- Look at the illustration on p. 142. Can you guess what we are going to read about? (Free statements of children, their assumptions.)
- Read who the author of the story is. What is the story called?
- Let's read the keywords (task in the notebook). Try to refine your assumptions.
b) Children read a story about themselves.
c) Rereading aloud. The teacher reads, comments and asks questions as you read:
- Who is a glutton? That is, he loves ... (children finish: ... to eat!)
- Fish entrails - what's this? (The insides of the fish.)
- Is it tasty? Why is Dick eating? (He is a glutton.) And he does not just eat, but «stuffs his stomach» - that is, he eats quickly, a lot, and everything.
- Show him how he ate «handful by handful». Why couldn't he come off?
- Why is Dick acting so restless?
- Guys, what do you mean, «instantly removed»? (Licked off the whole handful: once - and no!)
- Why did you push in the side with your nose? (I probably wanted more blueberries.)
- Imagine a picture: an adult, on all fours ... And what does it mean «ate berries right from the bush»? Have you guessed? You can show.
- Why did Dick jump with admiration?
- And what do you mean «only the bushes crackled»?
- What do you think would have happened if Dick had been taught to eat both currants and cloudberries?
d) Questions after reading:
1. What is the dog in this story?
2. What kind of person does the narrator appear to be?
3. What kind of relationship do these heroes have?
e) Re-reading with title parts.
Children complete the task: come up with funny headlines for parts of the story.
2. Retelling of the text in parts.
- Tell us the content of the 1st, 2nd, 3rd part (at the request of the children).
Questions after retelling:
- Which part did you like the most? Why?
- Why do you think the artist ended page 143 with such an illustration?
- With what mood was this story written?
- How do the heroes of the story relate to each other?
Thus, the use of productive reading technology contributes to the effective organization of work in the literary reading lesson to form reading literacy. The considered stages of technology ensure the development of thinking and reflection skills in junior schoolchildren, which are the most important components of the concept of «reading activity».
Thoughtful and purposeful work with the text gives the student the opportunity to receive the necessary and useful information from a large amount of information, as well as to form social and moral experience and learn the world around him.
Literature
1. Buneeva E.V. The technology of productive reading: its essence and features of its use in the education of preschool and school children / E.V. Buneeva, O. V. Chindilova. - M .: Balass, 2014 .- 43 p.
2. Krutskikh N.M. Formation of reading literacy among junior schoolchildren at literary reading lessons / N.M. Krutskikh. - Lipetsk: GAUDPO LO "IRO", 2020. - P. 13 - 18.
3. Filippova T.S. Productive reading technology as a means of forming reader literacy / T.S. Filippov. - Lipetsk: GAUDPO LO "IRO", 2020. - p. 45 - 47.
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