I. YAKOVLEV CHUVASH STATE PEDAGOGICAL UNIVERSITY BULLETIN

reader’s literacy, speech development, text, semantic reading, information technology

The article considers the ways of forming reader’s literacy at Russian Language lessons in secondary school. Recently, school teachers have been actively showing interest in solving this problem, but in the scientific and methodological works there is no exact scheme of work of how to do it. In the Federal standards of the 3rd generation, reading is paid special attention to among the meta-subject skills. The material for the study was the theoretical provisions and practical tasks in the training package on the Russian language for the 6th grade (training packages by M. M. Razumovskaya, by T. A. Ladyzhenskaya, by L. M. Rybchenkova). The methods employed in the work are descriptive-analytical, contextual-logical, experimental. Particular attention is paid to semantic reading, reading skills, the formation of which is a priority in the development of modern education system. The authors analyze various types of work with continuous text at the lessons of speech development. The study showed that before using the tasks recommended by the authors, pupils perceived a continuous text with great difficulty. As a result of using various tasks for texts of different types, their perception has significantly improved: pupils began to quickly navigate throughout the text, determine its topic and idea, and answer the questions.

Акулова Ксения Дмитриевна – учитель русского языка и литературы, магистрант Шадринского государственного педагогического университета, г. Шадринск, Россия, https://orcid.org/0000-0002-9736-8260, ksen.ak98.ru@mail.ru

Харлова Надежда Михайловна – кандидат филологических наук, доцент кафедры филологии и социогуманитарных дисциплин Шадринского государственного педагогического университета, г. Шадринск, Россия, https://orcid.org/0000-0002-0614-6196, nkharlova@bk.ru