Abstract
This article addresses the gaps in teaching English-language introductory reading to school students, despite comprehensive studies on the psychological nature of reading. Reading is viewed as a communicative process involving techniques and comprehension.The role of reading aloud includes mastering language patterns and fostering interest. As students progress, the focus shifts to silent reading, forming the reading mechanism. The methodology advocates for silent introductory reading skills, utilizing strategies for understanding authentic texts. The article recommends prioritizing silent reading with comprehension while using reading aloud for technique monitoring.
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