TECHNOLOGIES OF PRODUCTIVE READING IN THE FORMATION OF PRIMARY SCHOOLCHILDREN'S READING LITERACY IN THE LESSONS OF LANGUAGE AND LITERATURE EDUCATIONAL BRANCH

The article deals with the problem of forming pupils' reading literacy in the lessons of language and literature educational branch in primary school. The student's reading competence is defined as a set of educational elements, which is manifested in the possession of a system of literary knowledge, skills and abilities, experiences, emotional and value orientations, personal beliefs and the ability to use them to learn about the surrounding reality, satisfy cognitive, aesthetic, and self-educational needs. The technology for developing critical thinking through reading and writing is presented as a holistic system that forms skills in working with information while reading and writing. It is emphasized that the technology of developing critical thinking through reading and writing uses various methods and techniques applied at a specific stage and as a strategy for conducting the lesson in general. The peculiarities of this pedagogical technology are revealed, which consist in the fact that the student in the process of learning constructs this process himself, based on realistic and specific goals, monitors the directions of his development, determines the final result; the work in the classroom is conducted following the three stages of working with information and text; various methodological techniques and strategies are used to organize the active work of children to form reading skills. It is concluded that the systematic use of the presented techniques and methods allows achieving the following results: students learn better the educational material, and most importantly, they master the techniques that they can apply in educational and life situations. The use of productive reading technologies helps to increase the level of reading literacy, which is a key skill of functional literacy for younger schoolchildren. The use of productive technologies contributes to the efficient organization of work in the language and literature education lessons on the development of reading literacy, ensures the development of thinking and reflection skills in younger students, and contributes to learning outcomes improvement.