Strategies of Working with Educational Text at the Literary Reading and Literature Lessons in Grades 5-6: Empirical and Theoretical Research Experience
Author(s)
Tatiana N. Nikolaeva, Teacher of the Russian language and literature at school No. 547, Moscow,
https://orcid.org/0009-0000-1512-1233
2 Cervantes St, Moscow, 108814, Russia, tel: +7 (495) 5470547, This email address is being protected from spambots. You need JavaScript enabled to view it.
Abstract.
Introduction. The article is devoted to the urgent problem of teaching schoolchildren strategies for working with an educational text. The purpose of the author is to present some results of theoretical and empirical research carried out within the framework of the thesis for the degree of Candidate of Pedagogical Sciences on the topic “Strategies for working with the educational text when studying literature in grades 5-6”.
Materials and Methods. The methodological basis of the research was the works devoted to the specifics of the educational text (T.V. Oblasova, N.N. Smetannikova), strategies for reading the educational text (N.N. Smetannikova, G.V. Prantsova, E.S. Romanicheva), the problem of reader-oriented teacher training (A.M. Antipova, N.A. Borisenko, V.A. Borodina, E.O. Galitskikh, G.V. Prantsova, E.S. Romanicheva, V.F. Chertov). The following research methods were used: theoretical analysis of scientific sources; modeling; questioning of primary school teachers and literature teachers working in grades 5-6 at the stage of the ascertaining experiment; experimental work.
Results. The analysis of scientific sources made it possible to determine the specifics of the educational text, which largely determines the tools for working with it, confirmed the relevance of the problem of reader-oriented teacher training and the validity of the idea of including practice-oriented reader-oriented disciplines in the training system of modern teachers. The analysis of the data obtained during the survey of teachers helped to determine the degree of their awareness in the field of modern reading strategies, to identify the main difficulties faced by teachers in the practice of their work. An attempt has been made to systematize them: difficulties caused by the specifics of the educational text; difficulties associated with teacher training; difficulties associated with the level of training of the student as a subject of reading activity.
Discussion and Conclusion. The theoretical analysis of scientific literature, the professional deficits of teachers identified in the framework of empirical research, the lack of development in modern textbooks of methodological support for reading educational texts, as well as the weak continuity in teaching reading strategies between elementary and secondary schools allowed to develop and test a scientifically based model of teaching strategies for reading educational texts in the study of literature in grades 5-6, taking into account the principle of continuity.
Keywords: educational text, reading strategies, teaching reading strategies, the student reader, the teacher’s reading competence, the teacher of literature as an organizer of work with the educational text, the principle of continuity
For citation: Nikolaeva T.N. Strategies of Working with Educational Text at the Literary Reading and Literature Lessons in Grades 5-6: Empirical and Theoretical Research Experience. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2025; 19 (1). Pp. 47-63. (In Russ.).
DOI: https://doi.org/10.32343/2409-5052-2025-19-1-47-63
DOI: https://doi.org/10.32343/2409-5052-2025-19-1-47-63
UDС: 372.882
The article was submitted to the editorial office on 15.01.2025, approved after review on 21.02.2025, and accepted for publication on 25.02.2025.