ФОРМУВАННЯ НАВИЧОК ЧИТАННЯ ТА РОЗУМІННЯ АНГЛІЙСЬКИХ ТЕКСТІВ У СТУДЕНТІВ КОМП’ЮТЕРНИХ НАУК ТА ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ

The article examines contemporary methods of teaching reading for specific purposes to students of Computer Science and Information Technology, focusing on the development of discipline-oriented reading comprehension skills essential for academic and professional communication. Particular attention is given to integrating effective reading strategies within the framework of English for Specific Purposes (ESP), including skimming, scanning, intensive and critical reading, as well as strategy training aimed at improving learners’ autonomy. These strategies are presented as essential tools for understanding, analysing, and interpreting professional English texts that reflect the rapidly evolving discourse of the modern IT industry and require familiarity with complex terminology, conceptual structures, and genre-specific conventions. The study highlights the methodological value of task-based learning, the use of authentic materials, and the incorporation of multimodal resources such as technical documentation, tutorials, and online platforms. A significant emphasis is placed on expanding students’ vocabulary through systematic work with domain-specific terminology, lexical patterns, and collocations typical of Computer Science and IT, which strengthens learners’ ability to recognise linguistic cues and interpret specialised discourse more accurately. The article offers a structured review of professional texts, documentation, and online resources, accompanied by targeted reading and comprehension tasks implemented during practical classes with second- and third-year students. The results of classroom application demonstrate that task-based activities, authentic materials, and guided strategy instruction contribute to the formation of higher-order reading skills, enhance students’ ability to process complex professional information, and improve their readiness to work with English-language sources in academic and industry-related settings. The study concludes that the proposed approach effectively supports the development of confidence, independence, and professional literacy in the field of Computer Science and Information Technology.