Pedagogical conditions for the development of reading literacy of students in humanities classes

Abstract

Introduction. The relevance of this topic is due to the results of studies on the level of reading literacy of adolescents conducted as part of the international program to evaluate the educational achievements of PISA and, as a result, the need to develop a program for the development of the personality of a student who is able to understand, use, evaluate texts, reflect on them and engage in reading in order to achieve his own goals, enrich knowledge and expand opportunities for participation in social life. The purpose of this work is to analyze the effectiveness of pedagogical conditions for the development of reading literacy of students in humanitarian lessons. Materials and methods. During the experimental study, the authors carried out subjective and activating diagnostics of the level of reading literacy of students in grades 8-9 of educational institutions in the city of Orenburg (Russian Federation), which not only helped to determine the level of reading literacy, but also contributed to the manifestation of student activity in classes and in extracurricular activities. A set of valid diagnostic methods was used: a test conversation that provides monitoring of schoolchildren's knowledge; methodology of motive ranking; activity satisfaction methodology. For the statistical evaluation of the effectiveness of formative influences, the Pearson's χ2 test was used. Results. The content was replenished by updating texts of various types and types, various thematic orientations, stylistic colors in the lessons of the Russian language, history, social studies and outside time; elective courses were organized on students' mastery of semantic reading; disputes, communication games and situations, trainings, research projects were organized. On the basis of a comparative analysis of empirical data, statistical analysis, positive dynamics and an increase in the values of indicators according to cognitive (reading observability) criterion, motivational (reading orientation) criterion and practical (reading susceptibility) criteria (p<0.05) were established. The data indicate a positive increase in all aspects of reading literacy of students. Conclusions. The obtained results indicate that with the consistent implementation of pedagogical conditions, the level of reading literacy of students reaches a higher level of development. The results obtained can be used to enrich school education programs, as well as to design long-term programs for the younger generation.