The transition from primary to lower secondary school is a significant milestone that determines the level of basic learning skills of the pupil. The acquired knowledge in primary school should help the child in further qualitative mastering of the core curriculum in secondary school. It should be noted that reading and information processing occupy a special place among the basic learning competences of pupils. Therefore, for successful learning in primary school it is necessary to pay more attention to developing pupils’ reading literacy.
As pointed out in the Explanatory Notes to the academic subjects “Literary Reading” and “Literature”, in primary school, when teaching reading literacy, it is necessary to pay attention to texts that should not go beyond the emotional and intellectual experience of the reader, in middle school, teaching reading literacy should be built with the help of texts that exceed the emotional and intellectual experience of the reader. Throughout primary school the reader is developing into the reader who is able to extract information from the text, the moment comes when the reader must begin to integrate and interpret the information of the text, as well as evaluate its form and content. In this case, the formation of reading literacy takes the entire period of middle school - it is an opportunity to teach pupils to learn.
As our observations of the teachers’ work have shown, this fact is usually ignored by them, since more time is devoted to providing their pupils’ mastering new material and preparing for various tests and quizzes.
In order don’t to miss the moment of the final formation of conscious reading of the text in middle school, it is necessary to find a universal model of reading literacy formation. To achieve this target, we propose to consider the methodological experience of using cloud storage capabilities and services in literature classes.
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