TECHNOLOGIES FOR THE DEVELOPMENT OF READING LITERACY OF PRIMARY SCHOOL STUDENTS BASED ON THE CONTINUOUS STIMULATION OF READING MOTIVATION

Аннотация

The article describes the technologies for continuous stimulation of reading motivation in the development of reading literacy of primary school students. The author emphasizes the need to form students' skills of critical thinking, independent decision-making, creativity, and communication in the modern information age. For this purpose, students' learning activity is enhanced through effective strategies of critical thinking, game, project, and case technologies (INSERT, "Stop Reading," "Creative Work," "Working with a Questionnaire," etc.). The article also emphasizes the importance of "Readers' Fair" events and cooperation with parents as extracurricular activities. These technologies encourage students to be active, think critically andcreatively, and play animportant role intheformation ofa reading culture. Keywords: Reading literacy, reading motivation, critical thinking, taming technology, project technology, case study, elementary school, creativeapproach The era of rapid development of information technologies requires everyone to be armed with big data. In this regard, the development of the ability to understand, analyze, and use information is an important school of mastery. Globalization requires younger students to develop, along with reading skills, the ability to make independent decisions on various life problems. In modern society, the ability to work with information is becoming the main condition for success. In this regard, reading literacy and related conscious reading are the basis for the student's self-development. It is necessary to develop reading literacy not only in reading lessons, but also in any educational activities, for this it is necessary to organize literary reading lessons. The formation of reading literacy in primary school students insuch lessons involves the useofvarious technologies that ensure thesuccessful solutionof thisproblem. I. Critical Thinking Technology. An important goal of this technology is to teach students types of activities that will be necessary not only in school, but also in their subsequent life. These include working with information, making informed decisions in unfamiliar situations, and analyzing various aspects of life. This technology involves the use of three stages in reading literacy lessons. Stage 1 as "Knowledge" requires the student to ask themselves the question "What do I know?." "Understanding," which is the 2nd stage, is inextricably linked with the answers to the questions posed in the first stage (what they want to know). Stage 3 "Reflection" includes thinking and summarizing "what the child has learned" in the lesson on the problem. In our study, it is proposed tousethefollowing strategies withintheframework of critical thinkingtechnology: 1. This is "Stop reading," the material of which is the text of the work. The initial stage of the lesson involves students predicting what the work will be about from the title of the text, and the main part involves reading the text in parts. After reading each passage, they are given the https://ijmri.de/index.php/jmsi volume 4,issue3,2025 476 opportunity to express their thoughts on the further development of the plot. This strategy helps students treat the other person's point of view with caution and calmly reject it if it is not sufficiently justified. Forexample, 2. "Insert" (acceptance, addition) technique. Students read the text and mark it with a pencil along the edge using special icons: "V" - I know this; "+" - this is new information for me; " -" - I thought differently; "?" - this is unclear to me, I need explanations and clarifications. This strategy requires the student to read carefully. If previously, during reading, the reader missed unclear passages in the text, now they have the goal of focusing on each line, paying attention to even the smallest details. The "I know" and "Learned something new" elements work at each stage of the lesson. This forces the reader to memorize previously known concepts and allows them to find them. Through this, students receive new information from the text, analyze it independently, and engagein discussion. 3. At the stage of consolidating the studied topic, the "Creative Work" strategy plays an important role. In this case, students are asked to write the continuation of the work or to compose a fairy tale, poem, or riddle themselves. It is also effective to suggest a verbal drawing for the text or to assign the task of choosing proverbs that correspond to the meaning of the situation. Creative tasks, such as "Advise the hero and write it down," "Come with questions for a quiz or crossword puzzle," have a positive impact on the level of students' creative development. 4. The "Working with a Questionnaire" strategy is very useful when working with new material. In this case, students should be asked a series of questions related to the text, and they should find their answers in the text. Also, questions and answers are presented directl