TEACHING READING IN A SCHOOL COURSE OF THE RUSSIAN LANGUAGE: THE COGNITIVE-SYNERGETIC APPROACH

Abstract

The article analyses the interdisciplinary nature of reading and its priority role in obtaining basic education by students. The issues of the development of reading literacy of schoolchildren as an important component of functional literacy are considered on the basis of the cognitive-synergetic approach. Special attention is paid to the methodology of teaching reading in the historical aspect. The purpose of the study is to substantiate the need for selfregulation and self-organisation of schoolchildren in the process of teaching them types of reading and working with a book. The hypothesis of the study is that it is possible to educate an experienced reader on the basis of the cognitive–synergetic approach to teaching to read. Clarifying ways to improve the reading literacy of schoolchildren as an indicator of the level of general literacy in a broad sense is an important task of the methodology of teaching the Russian language and training of teaching staff. The research methods included theoretical and methodological analysis of philosophical, psychological and pedagogical, educational and methodical literature, retrospective analysis of textbooks and programmes on the Russian language. The result of the study was the theoretical justification of the research problem.