Methodology for developing students' reading literacy in Russian language and literature lessons

Aim. To describe a diagnostic technique for improving the level of reading literacy of students in Russian language and literature lessons, based on an integrated approach that includes working with various types of texts, developing critical thinking and using digital technologies.

Research methods. The methodology for investigating reading literacy presented in this article is grounded in a systematic and comprehensive approach that aligns with contemporary educational requirements. The systematic approach allows for viewing reading literacy as a holistic structure of interconnected components, while the comprehensive approach ensures the multifaceted development of reading skills and abilities. Diagnostics of work with texts (fiction, journalistic, popular science) broadens the horizons of students, promotes deep assimilation and use of various types of information, increasing the level of reading and functional literacy in general. The method of identifying the level of reading literacy focuses not only on text analysis, but also on the practical application of the acquired knowledge. Statistical processing of the results of the formative experiment was carried out using Student’s t-test. Methods of analysis, synthesis, testing of students, processing and generalization of the received data were used.

Results. The results of the study demonstrate the effectiveness of the proposed methodology. In the experimental group, students demonstrated a rather high level of mastery of the first two groups of skills (general understanding, deep and detailed understanding). However, certain difficulties arose when performing tasks that require deep analysis of the text and its application for solving practical tasks. This fact indicates the need to pay more attention to the development of critical thinking and the ability to analyse and interpret information.

Theoretical and/or practical significance. The article proposes a modification of the ‘Vladimir Dahl’ test in accordance with the PISA standards, which allows a more accurate assessment of students’ reading literacy level. The revised test offers a comprehensive assessment of three key skill sets: general comprehension, in-depth analysis, and application of textual information to solving other problems. It is also aimed at diagnosing functional literacy and complies with the assessment criteria established by the FSES.

Conclusions. Prospects for further scientific research, from the authors’ point of view, should be related to identifying the causes of low motivation to reading and developing methods and techniques for the formation of reading literacy, deeply based on a systematic and comprehensive approach.

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