Reading strategies elementary students

6 Research-Backed Elementary Reading Strategies

We know that learning how to read is essential for success in school. Students need to be able to close read, annotate, and comprehend assignments and texts across all subjects.

So we looked through our archives and consulted the research to arrive at a list of strategies that could develop strong reading skills and confidence for all students—including struggling readers.

Try Choral Reading or Partner Reading

There are better alternatives to round-robin and popcorn reading: “Of the 30-odd studies and articles I’ve consumed on the subject,” says Todd Finley, a professor of English education, “only one graduate research paper claimed a benefit to round-robin reading or its variations.” It simply doesn’t benefit students to have poor fluency skills and pronunciation modeled, and asking students to take turns reading aloud in front of the whole class can stigmatize struggling readers.

Choral reading—when the teacher and class read a text aloud together—takes the spotlight off of struggling readers while encouraging them to participate. Research suggests that it improves reading fluency, expands vocabulary, and increases students’ confidence.

Partner reading is another low-stakes, research-backed strategy. A pair of students alternate reading a text aloud, then taking the role of the listener. The listener asks probing questions to check that the reader comprehends the text. Having the stronger reader go first benefits struggling readers because they hear the difficult words before reading them aloud themselves. This form of peer monitoring and questioning improves reading fluency, according to a 2007 study.

Assign Cross-Grade Reading Buddies

Pairing students from upper and lower grades to read together has academic and social and emotional benefits that flow both ways. The little kids see greater reading fluency modeled and profit from the one-to-one attention of a mentoring relationship; the upper elementary kids learn by answering questions and develop crucial skills like empathy and patience. Additionally, for older kids who struggle with grade-level reading, the experience allows them to access simpler texts without shame—all the while increasing their confidence by taking on a leadership role.

Student pairs can meet at least once a month for 30 minutes. At first, let the younger students choose the books to increase their engagement; later, have older students share their favorite reads. As the younger kids’ skills develop, they can start reading too, instead of just listening.

Make Ear Reading Available to Your Class

Ear reading, listening to an audiobook while reading, is a great approach—at least periodically—for all students, but it has particular benefits for struggling readers and students with dyslexia. In a 2010 study, students with dyslexia who listened to audiobooks showed significant gains in reading accuracy, improved behavior and school performance, and greater motivation and school involvement. You can get human-read audiobooks and textbooks from Learning Ally, a nonprofit focused on supporting K–12 struggling readers. OverDrive, Bookshare, and Audible also provide audiobooks.

Although ear reading is an effective strategy for supporting students with dyslexia, it doesn’t replace explicit, step-by-step phonics-based instruction, also known as structured literacy, which remains one of the most effective reading strategies for students with the condition. Structured literacy focuses on teaching phonemic and phonological awareness, among other skills like encoding and comprehension.

Teach Academic English

A 2014 report from the Institute of Education Sciences looks at how teaching academic English—general and domain-specific vocabulary for a subject area or a unit, for example—empowers students, particularly English language learners (ELLs), to understand the content better. Acting out the words in a skit, creating physical gestures for challenging words, and coupling challenging language with images are some useful strategies for teaching vocabulary.

But students need more than vocabulary to become successful readers. Regular formative assessment is important, especially in supporting ELLs, who now make up almost 10 percent of K–12 students in the United States. In kindergarten and first grade, check in regularly to assess students’ understanding of the alphabet and ability to sound out words. For second through fifth graders, look for their ability to read accurately, with expression, and on pace. Walking around the room while students read in pairs can be an easy way to assess students; you can ask pairs to discuss what they read to assess their comprehension in real time.

Give Students Choice in the Books They Read

Allowing students to choose what they read and offering choices that reflect their experiences increases their engagement. A kid may have no desire to read The Boxcar Children but be eager to get her hands on Hansel & Gretel & Zombies: A Graphic Novel once she gets home. Giving students choice doesn’t mean lowering your expectations. Yes, kids may choose books that don’t challenge them, but you can manage that. Bring in options that are rigorous and also meet their interests, or rotate between choice books and whole-class reading.

When it comes to ensuring that your bookshelves are stocked with stories that will interest your students, having a diverse classroom library matters. Asking your students what books they want to read and what categories they are interested in is a good place to start, suggests Meredith Kimi Lewis, a K–5 program specialist for Seattle Public Schools.

Have Students Read the Same Text Multiple Times, in Multiple Modalities

Fluency-oriented reading instruction (FORI)—when students read the same text multiple times over the course of a week as a class, in pairs, and alone, for example—significantly improved word pronunciation and reading comprehension for a diverse group of second graders, according to a 2010 study.

And at New York–based Concourse Village Elementary School, composed of a predominantly Latinx and black student population in the poorest congressional district in the nation, a schoolwide, cross-discipline reading approach that emphasizes repeated exposure to the same text has the school outscoring the citywide average by as many as 40 points for the English state exam. Their five-step reading strategy—one of several approaches in the school—also emphasizes repeated access to the same text in different modalities. Students echo and choral read the same text every day over the span of a week, and each day they focus on honing a different skill: identifying the main point, annotating, identifying key details, analyzing the author’s craft, and drawing conclusions. 

13 Powerful Reading Strategies for Young Readers

Written by: Angie Olson

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What’s better on a cold day than curling up with a good book? Not much. Unfortunately, not everyone can simply dig into a book, as learning to read doesn’t come easily to every child. There are many processes working simultaneously to create the miracle known as reading. Literacy experts agree on several powerful strategies that will strengthen the reading process for your lucky little learners. 

1. Reread

Students must often revisit text to clarify understanding. When a student neglects to reread, comprehension can suffer. Using passages (either printable or digital), like the one seen below, can help students practice this skill. Model rereading with your students. Our youngest readers may not know that it’s OK to reread!

2. Activate Prior Knowledge

Before reading, the student should look at the title and ask himself what he already knows about the topic. Prior knowledge can significantly improve understanding. Ask your lucky little learners what they already know about a topic. Using KWL charts (what I know, what I want to know, and what I learned) to collect knowledge before, during, and after reading is a great way to activate background knowledge. This skill can also be demonstrated during whole group read alouds too.

3. Use Context Clues

Context clues help the reader to differentiate between similar words in a passage. Using the words around the unknown word, your students are able to determine what makes sense. Try using Digital Reading Passages to help your primary readers decipher word meaning using context clues and other vocabulary strategies.

Download Digital Context Clues Toothy HERE

4. Infer Meaning

Making an inference requires higher order thinking skills. Inferencing is a necessary part of reading throughout school and is also an important skill in life in general. Tell your students that inferencing is like making a guess based on facts and evidence.

5. Think Aloud

The think aloud strategy is usually modeled by the teacher, so that students can see the meta-cognitive process. Your students can imitate this think-aloud process in order to be more transparent with their meta-cognition. This means they are actually thinking (and speaking) about their own thinking and reading processes. 

6. Summarize the Story

The point of reading is, after all, comprehension, so it’s so important for your lucky little learners to be able to effectively retell what he or she has read. Knowing the main idea and details is essential in retelling. This can be practiced using the Digital Reading Passages. Students will read the passage on the screen and then have two choices to pick the summary of the paragraph.

Download Digital Summarizing Toothy HERE

7. Locate Key Words

Finding key words is helpful when summarizing a passage. When answering questions about a selection, locating key words helps the reader use important information quickly. This is a concept that needs to be taught and modeled. The teacher will need to demonstrate and explain how to scan a passage to locate key words.

8. Make Predictions

Regardless of the media we’re consuming (video, audio, print), we are constantly making predictions. This is the same for even our young readers and viewers. This building block of meta-cognition is essential in achieving deep understanding of text. Have your students make predictions as they read passages from our Digital Reading Passages.

Download Digital Toothy HERE

9. Use Word Attack Strategies

Strong decoding skills enable fluent reading and strong comprehension. Chunking, rereading, and connecting letters to sounds are effective strategies for decoding words. The sentence scrambles bundle is one of my favorite ways to help students with sight words, decoding, and fluency!

10. Visualize

Good readers picture what they’re reading. Sometimes called a ‘mind movie’, this strategy of visualizing can help the reader in connecting to and comprehending text. I love helping my lucky little learners visualize by drawing pictures of what they are reading (or what I read aloud).

11. Use Graphic Organizers

Helping the reader arrange information is a powerful component of comprehension. Graphic organizers can be used for determining cause and effect, character traits, problem and solution, and more.  The nice thing about a graphic organizer is that they are easy for students to draw because they are typically basic shapes like squares and circles with a heading on top. Graphic organizers are great for putting into reading notebooks.

12. Ask Questions

Like inferencing, we are always asking questions – when reading, watching, or listening. Developing good questions is a foundational piece of meta-cognition in readers. Encourage your littlest readers to write down questions on sticky notes or in their reading notebooks. These questions can be revisited at the guided reading table or during independent reading time when the teachers is available.

13. Monitor and Repair Understanding While Reading

The essence of meta-cognition is realizing when you’ve lost meaning as a reader. This critical step in the reading process is what ultimately separates competent readers from word-callers. This is so important to practice in reading centers (small groups) or as a whole class. Your learners need help monitoring their own understanding before they do it on their own!

Becoming a proficient, engaged reader is a long process, and doesn’t happen by accident. Early, consistent exposure to books helps create a love of reading in children. By combining these strategies, the child who loves listening to stories can become competent and confident in reading independently! Help your lucky little learners by teaching these 13 reading strategies and using these ready-to-go reading products!

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Semantic reading strategies. Report | Methodical development on reading (grades 1, 2, 3, 4):

"Semantic reading strategies"

Compiled by: Sosnina O.A.

“These kind people do not even suspect what

labors and time it takes to learn to read.

I myself have spent 80 years on this and I can’t say everything,

to fully achieve the goal"

J. Goethe

Today it is not enough to teach a little person to read. To teach him to read meaningfully, productively, to perceive the text, tracing cause-and-effect relationships - this is an important task for the teacher.

The new generation of educational standards force us to take a fresh look at the very definition of the meaning of the word "reading". Reading should be considered as a quality of a person, which should be improved throughout his life in different situations of activity and communication. Therefore, the technical side should be considered as a subordinate semantic. nine0003

FSES LLC is included in the meta-subject results of mastering the main educational program of basic general education as a mandatory component "mastering the skills of semantic reading of texts of various styles and genres." The components of semantic reading are included in the structure of all universal educational activities:

personal UUD - includes motivation for reading, motives for learning, attitude towards oneself and towards school;

into regulatory UUD - the student's acceptance of a learning task, arbitrary regulation of activity; nine0003

in cognitive UUD - logical and abstract thinking, working memory, creative imagination, concentration of attention, vocabulary volume;

in communicative UUD - the ability to organize and implement cooperation and cooperation with a teacher and peers, adequately convey information, display the subject content and conditions of activity in speech.

"Semantic reading" is such a quality of reading, in which an understanding of the informational, semantic and ideological aspects of the work is achieved. The purpose of semantic reading is to understand the content of the text as accurately and fully as possible, to catch all the details and practically comprehend the extracted information. When a child masters semantic reading, then he develops oral speech and, as the next important stage of development, written speech. nine0003

To work with the text at each stage, the reader chooses his own strategies. Learning strategies are a set of actions that a learner takes to facilitate learning, make it more efficient, effective, faster, more enjoyable, aim and bring learning activities closer to their own goals

resources, transfers the strategy to other situations, makes it universal. The number of strategies and the frequency of their use are individual. nine0003

Strategy No. 1. Directed reading

Purpose: to form the ability to purposefully read the educational text. Ask questions and lead group discussions.

1. Update.

"Associative bush" technique: the teacher writes a keyword or title of the text, the students express their associations one by one, the teacher writes down. The use of this technique allows you to update knowledge, motivate subsequent activities, activate the cognitive activity of students, set them up for work. nine0003

2. The students silently read a short text or part of the text, stopping at the indicated places.

3. The teacher asks a problematic question on what has been read.

4. The answers of several students are discussed in class.

5. The students make an assumption about the further development of the event.

Strategy #2. Reading in pairs - generalization in pairs

Purpose: to form the ability to highlight the main thing, summarize what has been read in the form of a thesis, ask problematic questions. nine0003

1. The students silently read the text or part of the text chosen by the teacher.

2. The teacher puts the students in pairs and gives clear instructions. Each student alternately performs two roles: speaker - reads and summarizes the content in the form of one thesis; the respondent listens to the speaker and asks him two substantive questions. Next comes the role reversal.

3. The teacher invites all students to the discussion.

Bloom's Chamomile

Chamomile consists of six petals, each of which contains a certain type of questions. The value of this technique is that it teaches children to listen and hear, develops speech, enables communication, activates mental activity, cognitive interest, encourages children to act, and forms the skill of working with text. Bloom's chamomile can be used in any subject and at all levels: both in primary and senior levels. nine0003

The chamomile is made up of six petals, each containing a specific type of question. Thus, six petals - six questions:

1. Simple questions - questions, answering which, you need to name some facts, remember and reproduce certain information: "What?", "When?", "Where?", "As?". The question should begin with the word - name ...

2. Clarifying questions. Such questions usually begin with the words: "So you say that ...?", "If I understand correctly, then ...?", "I may be wrong, but I think you said about ...?". The purpose of these questions is to provide the student with opportunities for feedback on what they have just said. Sometimes they are asked in order to obtain information that is not in the message, but is implied. The question should begin with the word - explain ...

3. Interpretive (explanatory) questions. Usually begin with the word "Why?" and aimed at establishing cause-and-effect relationships. Why do leaves on trees turn yellow in autumn? If the answer to this question is known, it "turns" from an interpretive question into a simple one. Therefore, this type of question "works" when there is an element of independence in the answer.

4. Creative questions. This type of question most often contains the particle "would", elements of convention, assumption, forecast: "What would change . ..", "What will happen if ...?", "How do you think the plot will develop in the story after ...?". The question should begin with the word - think of .... nine0003

5. Practical issues. This type of question is aimed at establishing the relationship between theory and practice: "How can you apply ...?", What can be done from ...?", "Where in ordinary life can you observe ...?", "How would you acted in the place of the hero of the story?". The question should begin with the word - suggest ....

6. Evaluation questions. These questions are aimed at clarifying the criteria for evaluating certain events, phenomena, facts. "Why is something good, but something is it bad?", "How does one lesson differ from another?", "How do you feel about the action of the protagonist?", etc. The question should start with the word - share ...

The questions are formulated by the students themselves. This option requires some preparation from children, since it is easy to come up with reproductive questions, but task questions require a certain skill.

The Question Daisy is one of the effective techniques that can be used at different stages of the lesson. It helps to teach children to ask questions to the text on their own. Students like to formulate and write down questions to the work (at any stage of work), work can be done in pairs, groups and individually. Children are most interested in practical questions: “What would you do ...?” nine0003

“Chamomile” can be used at the “Challenge” stage, then students first ask questions, and then look for answers, comprehension, or at the “Reflection” stage to summarize the knowledge gained.

The use of the method "Daisy Bloom" allows you to implement a differentiated and student-oriented approach in the educational process. Bloom's taxonomy is one of the forms of work on the development of critical thinking.

Strategy No. 2. Reading in pairs - summarizing in pairs

Purpose: to form the ability to highlight the main thing, to summarize what has been read in the form of a thesis, to ask problematic questions.

1. Pupils silently read the text chosen by the teacher or part of the text.

2. The teacher puts the students in pairs and gives clear instructions. Each student alternately performs two roles: speaker - reads and summarizes the content in the form of one thesis; the respondent listens to the speaker and asks him two substantive questions. Next comes the role reversal.

3. The teacher invites all students to the discussion. nine0003

Strategy No. 3. Reading and asking

Purpose: to develop the ability to work independently with printed information, formulate questions, work in pairs.

1. Students silently read the proposed text or part of the text chosen by the teacher.

2. The students work in pairs and discuss which key words should be highlighted in the reading. (Which words appear most often in the text? How many times? Which words are in bold? Why?

If you were to read the text aloud, how would you make it clear that this sentence is the main thing? We are talking about highlighting the phrase with your voice. Here hides an unobtrusive but reliable memorization.)

3. One of the students formulates a question using key words, the other answers it.

4. Discuss key words, questions and answers in class. Correction.

Strategy No. 4. Diary of double entries

Purpose: to develop the ability to ask questions while reading, critically evaluate information, compare what is read with one's own experience.

1. The teacher instructs the students to divide the notebook into two parts.

2. In the process of reading, students should write down on the left side the moments that struck, surprised, reminded of some facts, caused any associations; on the right - write a concise commentary: why this particular moment surprised you, what associations it caused, what thoughts it prompted. nine0003

Strategy No. 5. Reading with notes

Purpose: to develop the ability to read thoughtfully, evaluate information, formulate the author's thoughts in your own words.

The teacher gives the students the task to write information in the margins with icons according to the following algorithm:

• V Familiar information
• + New information
• - I thought (thought) differently
• ? This interested me (surprised me), I want to know more

The essence of semantic reading strategies is that the strategy is related to choice, functions automatically at the unconscious level and is formed in the course of the development of cognitive activity. Reading strategy training includes the acquisition of skills:

- distinctions between message content types - facts, opinions, judgments, assessments;

- recognition of the hierarchy of meanings within the text - the main idea, theme and its components;

- own understanding - the process of reflective perception of the cultural meaning of information.

Mastering strategies occurs mainly in groups or pairs, which allows students to develop not only speech, but also communicative competence.

Strategy No. 6. Reading with an Euler-Venn diagram

Purpose: to form the skills of comparing and classifying, structuring information.

1. Pupils read the text, carefully analyzing it.
2. The teacher sets the task - to compare two or more objects, write the comparison data in the form of an Euler-Venn diagram.

Strategy No. 7. Senkan.

Purpose: to develop the ability of students to highlight the key concepts in what they read, the main ideas, to synthesize the knowledge gained, to show creativity.

The teacher offers to write a senkan on the keyword of the studied text.

Senkan - "blank verse", a slogan of five lines (from French Cing - five), in which the main information is synthesized.

Senkan structure.

• Noun (subject).
• Two adjectives (description).
• Three verbs (action).
• Four-word phrase (description).
• Noun (paraphrasing of the topic).

Given the strategies of modern approaches to reading, we can recommend the following to teachers:

• choose the most rational types of reading for students to learn new material;
• to form students' interest in reading by introducing non-standard forms and methods of working with text;
• determine the nature of the activities of various groups of students when working with a textbook;
• anticipate possible difficulties of students in certain types of educational activities;
• improve students' reading independence as they progress; nine0051
• organize various activities of students in order to develop their creative thinking;
• to teach self-control and self-organization in various activities.

Semantic reading strategies in elementary school to achieve meta-subject learning outcomes

Kokoulina, SV Strategies for semantic reading in elementary school to achieve meta-subject learning outcomes / SV Kokoulina. - Text: direct // Actual tasks of pedagogy: materials of the X Intern. scientific conf. (St. Petersburg, January 2019G.). - St. Petersburg: Own publishing house, 2019. - S. 48-51. — URL: https://moluch.ru/conf/ped/archive/320/14765/ (date of access: 01/30/2023).



Key words: semantic reading, productive reading, literary reading, reading experience, developing lesson

A few years ago, the pedagogical community of our country was presented with a new methodological approach, called "meta-subject". In addition, new educational standards have entered the status of law, which, in addition to subject and personal, impose requirements on meta-subject results. It took time itself to rethink the accumulated pedagogical experience. Today, a person should be able to act in a non-standard situation, quickly and productively engage in unfamiliar activities, and conduct a constructive dialogue. Only then will he be successful. The education system as a sphere of preparing a student for life changes its orientation from the accumulation of knowledge to the development of ways of thinking and activity, therefore, the new tasks set for the teacher could not be fully resolved only by means of traditional pedagogy. Arising the need to find new tools and methodological solutions

The educational process should be based on an activity approach, the purpose of which is the development of the student's personality with the active perception of educational material. This means that the main task of the teacher is to create conditions that provoke children's action.

Reading is a universal technique for obtaining knowledge in modern society, and understanding a text is a cognitive activity to establish its meaning based on the reader's experience. nine0003

That is why the technology of productive reading, developed by Professor N. Svetlovskaya, is gaining leading importance and contributes to the achievement of the results that are mentioned in the new standards. The technology is universal, it can be used in the lessons of any cycle. It is aimed at the formation of all universal educational activities: cognitive, communicative, regulatory, personal.

Productive reading is such reading, in which instead of the speed of reading and reproducing textural information, all types of textual information (factual, conceptual, subtext) are reread, a deep understanding of the text, one's own interpretation of . Solving many problems of the modern education system, the technology of productive reading could act as a means of achieving all kinds of results, including meta-subject ones. But, despite the high developing potential of productive reading technology, it is practically not represented in school textbooks for literary reading, and there are also no methods for using this technology at different stages of a literary reading lesson in elementary school. To solve this contradiction, it was necessary to select various methods of this technology and test their use at various stages of the literary reading lesson, which became the goal of my experience. nine0003

A detailed study of the theory of the question made it possible to conclude that the technology of productive reading fits well into the structure of a developing lesson and can be used at any stage. When building a model of a developing lesson, I somewhat modify the traditional structure of a literary reading lesson, trying to take into account the requirements for a modern lesson and the technological stages of productive reading as much as possible. Experience shows that the most effective option for the formation of universal educational activities is the variant of a productive lesson in literary reading, built according to scheme .

If the chosen system is the foundation of the lesson scenario, then filling its content with productive reading techniques is its arrangement, helping the student to understand the essence of what is being studied, giving beauty and emotionality to the lesson, activating thought processes.

A distinctive feature of the proposed structure of the lesson at the stage of motivation is the use of such a technique, as anticipation .

Anticipation (anticipation, prediction of the upcoming reading). Determining the semantic, thematic, emotional orientation of the text, highlighting its heroes by the title of the work, the name of the author, key words, illustrations preceding the text based on the reader's experience. nine0003

While working with text before reading, you can use the following techniques:

– “Tree of predictions”;

‒ Working with illustrations

- "Revived paintings" - work with reproductions of paintings that reflect the era, but are not illustrations for this work;

- Photo-eye - lexical work - work with words that are not clear to students, their interpretation, determination of the content of the work;

‒ "Associative Bush" - determination of the topic of the lesson, the title of the work by a group of words; nine0003

‒ "Delayed Guess"

‒ Book cover design

The result of the work at this stage is the definition of the topic, goals and objectives of the lesson, which are formulated by the students themselves.

The next step is to work with the text while reading.

The purpose of this stage: understanding the text at the factual and conceptual level.

"Dialogue" of students with the author of a literary work or scientific text is a method of working with a text while reading it. nine0003

It is extremely important to teach students to see direct and hidden author's questions in the text. As a rule, the writer himself answers them. In any case, these questions require stopping, thinking, guessing answers, and then checking their accuracy in the course of further reading. The questions that arise suggest the appearance of answers-assumptions and self-examination in the course of further reading. For the symbol, the first letters of the mini-techniques are used.

Commented reading - this is a reading, accompanied by an explanation, interpretation of the text in the form of explanations, reasoning, assumptions. You need to comment on the text in the place where it is really necessary, and not after the sentence or fragment has been read to the end. Therefore, the reading of the child can be interrupted at any time. In no case should a child’s reading be interrupted by the words: “Stop!”, “Enough!”, “Enough!”, “Stop here!” etc. Interruption of a child's reading should occur naturally.

Another distinctive feature of the proposed lesson structure is comprehension block and information processing in interaction . This is a kind of training to overcome the inertia of thinking, which requires students to turn their thoughts into a non-stereotypical turn.

Here I use tasks for putting forward hypotheses, unusual use of objects, finding patterns.

For example, my students are very fond of such a form of work as the Literary Quest. Quest is a type of game that requires the player to solve mental problems in order to progress through the story. nine0003

Modern Internet technologies also help to maintain the interest of students. On the class website (http://svkokoulina7.jimdo.com/) there is a special page "We are readers", where we hold various promotions and competitions. On the online board, students post notes and photos about the books they read

Thus, at this stage, children have the opportunity to generate ideas, offer non-standard methods of action, plan their activities, organize an experiment, participate in group work, and interact productively. The technology of productive reading provides for the possibility of applying the acquired knowledge in non-standard situations. nine0003

The use of productive reading technology in the classroom and beyond can improve the results of students mastering the program material. Monitoring the results of schoolchildren's educational activities shows a positive trend.

The results of my students are the best answer to the question “what do I use it for?”.

Today, performance evaluation in quantitative terms is considered convincing, but not everything can be measured by numbers (yes, for sure, it is not necessary). Meta-subject results are results for the prospect of a successful independent life of our children. In addition, when using the technology of productive reading, students show creativity in thinking, initiative, resourcefulness, activity, the ability for emotional perception and moral choice, take responsibility for interaction and results. This means that this technology can be a means of achieving metasubject results. nine0003

I share my accumulated experience in using the technology of productive reading with my colleagues: I conduct open lessons, master classes at different levels. Among my publications there is a description of the use of productive reading technology, and the development of lessons, and a master class. Speaking about the means of forming students' universal learning activities, competencies, the ability to work with text and information in other disciplines and the surrounding life, the proposed methodological solutions should also be universal. This technology can be used by a teacher of any subject. Presenting my work experience, I wanted to show that the technology of productive reading in the structure of a modern lesson is a universal means of implementing the Federal State Educational Standard, creating conditions for achieving all kinds of results, and preparing students for independent adult life. nine0003

Literature:

1. Alekseevskaya A. T. article: Formation of reader's interests of younger schoolchildren. - M., 2008. p. eighteen
2. Zobnina M.A. How to awaken an interest in reading in a younger student? // Elementary School. - 2007. - No. 8. - S. 35–43.
3. Lazareva V. A. Literary reading in modern school: collection of articles. - / Comp. V. A. Lazareva. M .: Pedagogical University "First of September", 2005 S. 40
4. Nitalimova L. V., Semenova S. N. Development of the reader's interest of younger schoolchildren. — M.: Mentor. - 2007. - No. 1. - S. 11-13. nine0051
5. http://iem.natm.ru/mentor/0107_nitalimova.html
6. Svetlovskaya N. N. Learning to read and the laws of reader formation. // Elementary School. - 2003. - No. 1. - S. 11–18.

Basic terms (automatically generated) : productive reading, literary reading, use of technology, developing lesson, student, reading experience, type of results, further reading, distinctive feature, modern lesson.

Keywords

literary reading, productive reading, semantic reading, reading experience, developmental lesson

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