- Снегирева, В. В. (orcid.org/0000-0003-0376-5968) (2025) Reading comprehension in literature lessons: motivation, organization, results Проблеми сучасного підручника (34). pp. 331-342. ISSN 2411-1309
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Abstract
The article substantiates the content and structure of reading activities in literature lessons, analyzes the results of the piloting of the new textbook "Foreign Literature. 7th grade", created as part of the "Quality of Education" project of NUS. The problem of reading, organizing and supporting the reading activity of schoolchildren in the information society is quite acute. The study of psychological-pedagogical and methodical sources, as well as school teaching practice, made it possible to determine the criteria of reading comprehension as a subject skill in literature. This is motivational (the presence of a personal attitude to reading, the formation of the need for reading; reader independence); cognitive (the presence of a reader's perspective; a full perception of an artistic text; a certain baggage of literary concepts about an artistic work and its components, about works of various genres and genres; about the peculiarities of artistic expression); operational (ability to analyze and systematize the received information and operate on it; ability for educational cooperation). Textbook "Foreign literature. 7th grade" (Horobchenko et al., 2024) fully reproduces the structure of the educational process; it can also be used as a teacher's guide. The methodological apparatus of the textbook is a complete system that takes into account the natural course of the process of perceiving an artistic work and the age-related psychological features of its assimilation by students. The questions and tasks proposed in the textbook lead the reader "following the author", from a direct, emotional perception of the work to an in-depth, intellectual one, creating favorable conditions for its comprehension through interested reading and re-reading, gaining experience of immersion in the artistic text, forming the skills of analysis and interpretation. The pilot teachers noted the novelty of the author's approach in organizing educational (reading) activities in the textbook based on student requests. This approach strengthens motivation, develops the ability to choose books for independent reading, and promotes communication with peers. The structuring of the educational material and the system of questions and tasks accompanying the text were also positively evaluated. It is noted that the combination of various types of educational activities in the textbook gives students the opportunity to master the "technologies" of working with the text, and the teacher receives for his use excellent didactic material that helps him organize student reading in class and independently.
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