The concept of reading skills in primary school children

Аннотация

logical process; in some, both; in others, there may be no image or feeling, but only the simple repetition of the perceived word or perhaps a related word. 3. Evaluation of the read material. The ability not only to read a book but also to critically approach its content is not always observed, as is well known. The motive for reading is need. A younger schoolchild, learning to read, initially feels the need to learn to read, i.e., to master the sound system and the process of reading—the formation of a word from letters. This arouses their interest. After mastering initial reading (literacy), the child changes the motive: they become interested in understanding the idea behind the words. As reading develops, the motives become more complex, and the student reads to learn a specific fact or phenomenon; more complex needs arise, such as understanding the motive behind the hero's actions to assess them or finding the main idea in a popular science text. Reading is directly connected with oral speech. Through oral speech, expressiveness in reading is developed; when reading, means of speech expressiveness and coherent speech are used to convey the text’s content and facilitate communication between readers. The perception of texts by younger schoolchildren does not correspond to the perception of an adult reader and has several peculiarities. It is characterized by:  Fragmentation, lack of a holistic perception of the text;  Weak abstraction and generalization abilities;  Dependence on life experience;  Connection with the child’s practical activities;  Strong emotionality and immediacy, genuine empathy;  A predominance of interest in the content of speech, rather than the form of speech;  Insufficiently complete and correct understanding of the expressive means of speech;  A predominance of reproductive (reproducing) perception. To form reading as an educational skill, it is essential to consider these characteristics. It is also important to take into account the peculiarities of children's cognitive activity. Children aged 6-7 years do not yet have developed logical thinking, which is still in a visual-actional stage and requires reliance on practical actions with various objects and their substitutes—models. Gradually, thinking acquires a visual-figurative character, and finally, logical abstract thinking 50 emerges. These stages of cognitive development in younger students have a significant impact on the nature of their education. Modern methodology understands the skill of reading as an automated ability to vocalize printed text, which involves the understanding of the idea of the perceived work and the formation of a personal attitude toward what is read. This type of reading activity requires the ability to think about the text before, during, and after reading. Such “thoughtful reading,” based on a perfected reading skill, becomes a means of connecting the child with cultural traditions, immersing them in the world of literature, and developing their personality. It is also important to remember that the skill of reading is the key to successful learning in both elementary and secondary school, as well as a reliable tool for navigating the vast flow of information that modern individuals face. In methodology, the skill of reading is characterized by four qualities: accuracy, fluency, consciousness, and expressiveness.  Accuracy is defined as fluent reading without distortions that affect the meaning of what is read.  Fluency refers to the speed of reading, which affects comprehension. This speed is measured by the number of printed signs read per unit of time (usually the number of words per minute).  Consciousness of reading is understood in modern methodological literature as understanding the author's intent, recognizing the artistic means that help realize this intent, and reflecting on one’s own relationship with what has been read.  Expressiveness is the ability to use oral speech means to convey the main idea of the work and one’s own attitude toward it. All these qualities are interconnected and interdependent. Without correctly vocalizing graphical signs, it is impossible to understand individual elements of the text. Without understanding the meaning of each element, it is impossible to understand their connection, and without internal coherence of the text’s components, the idea of the work cannot be realized. Conversely, understanding the general meaning of the work helps ensure the correct reading of its individual elements, and correct reading and understanding form the basis for expressiveness in reading. Fluency, as the pace of reading, under certain conditions, becomes a means of expressiveness. Thus, preparing the reader should be based on simultaneous work on all four qualities of the reading skill. This approach is already implemented during literacy education and is even more important during the reading of literary texts in lessons. In methodology, in addition to th