I. TEACHING LEARNING READING

The tasks that the reader solves in the process of IC can be conditionally divided into three main groups, corresponding to the nature of processing

information (degrees of completeness, accuracy and depth):

1) perception of languages. means and their exact understanding in the text;

2) extraction of the full actual. information contained in the text;

3) comprehension of the extracted information.

The solution of these problems is carried out at the pre-text, text and post-text stages of work with studies. text.

PRE-TEXT STAGE

1. Exercises to correlate the meaning of a word with a topic (situation, context)

1) fill in the gaps in the sentence with one of the given words.

2) find and replace the words in the sentence that do not fit the meaning. and etc.

2. Vocabulary exercises

1) compare the words with the same root and highlight the common stem in them. Sort them into parts of speech.

2) indicate the models by which the following derivative words are formed, determine the meaning of these words, etc.

3. Exercises for recognition and differentiation of grammatical. phenomena

1) mark the syntagmas in the sentences.

2) read, underline and write out the syntagmas in the text denoting ....

It is very important that students master the search actions when reading: they know where to look for the semantic verb, where the auxiliary verb can be, etc. This can be facilitated by the use of algorithms and reminders.

4. exercises for the perception and understanding of the sentence as an integral semantic structure.

1) mark the sentences that are equivalent to foreign ones.

2) specify correct translation offers.

5. exercises to highlight keywords, subject and predicate, topic and rheme in sentences

1) read the sentences. Express the same idea in a different way.

2) Underline the key word in each sentence.

6. Exercises for language guessing (by formal features and by context)

1) determine by formal signs what parts of speech are

highlighted words.

2) decompose a compound word into its constituent elements

7. exercises for forecasting at the language level.

1) Make sentences using the table.

2) find in the text a continuation to these sentences

8. Reading Content Prediction Exercises

1) Read the title and say what (who) will be discussed in this text.

2) read the first sentences of the paragraphs and name the questions that will be considered in the text.

9. exercises for the formation of skills in working with a bilingual dictionary

1) determine the part of speech, which is LE

2) name the original form of these words.

TEXT STAGE

1. Exercises for dividing textual material into semantic parts.

1) read the text and highlight the main themes of the story

2) read the text, mark the places that reveal different aspects

Problems.

2. exercises for highlighting semantic supports in the text

1) read aloud all the glalos that convey the dynamics of the story

2) read (again) ... paragraphs, formulate their main idea.

3. Exercises for equivalent replacement, presentation of the main ideas

text in more economical ways

1) replace this turnover with a shorter synonymous turnover.

2) indicate the word that best conveys the content of the text.

POST-TEXT STAGE

1. Exercises to check understanding of the actual content of the text

1) using the material of the text, answer the questions.

2) read the outline of the text and say whether it is sufficiently complete

2. Exercises for teaching text interpretation

2) describe the characters in your own words

3. Exercises to determine the cognitive value of the read

1) read the text to yourself and highlight what you learned from it.

DEPARTMENT OF EDUCATION OF THE CITY OF TROITSK, CHELYABINSK REGION MUNICIPAL GENERAL EDUCATIONAL INSTITUTION "GYMNASIUM No. 23"

Techniques and methods effective learning

various types reading

(From work experience)

Mikhaleva Nadezhda Gennadievna

teacher in English, MOU "Gymnasium No. 23"

Troitsk, Chelyabinsk region.

Troitsk, 2009

1.	Introduction	3
2.	Reading as an important link in speech activity	5
2.1. Types of reading 2.1.1. Review reading; 2.1.2. Introductory reading; 2.1.3. learning reading; 2.1.4. Exploratory reading.	5 5 6 7 8
2.2. Stages of working with text and the formation of skills for extracting information from text 2.2.1. Pre-text stage; 2.2.2. Text stage; 2.2.3. post-text stage.	9 9 10 11
3.	Techniques and methods for effectively teaching various types of reading	13
3.1. Taking a quiz; 3.2. Semantic map method; 3.3. Acceptance of restoration / filling in gaps; 3.4. Reception of division into categories; 3.5 Reception "mosaic".	14 15 18 18 19
4.	Conclusion	21
5.	Bibliographic list	21
6.	Applications	22 - 53

Introduction

Implementation of the State Concept for the Development of Modern Russian education is aimed at significantly updating the content of education.

One of the main directions of modernization of general education are:

The activity nature of education, the focus of the content of education on the formation of general educational skills and abilities, generalized methods of educational, cognitive, communicative, practical, creative activity for students to gain experience in this activity;

Formation of key competencies - the readiness of students to use the acquired knowledge, skills and methods of activity in real life for solutions practical tasks;

Through the organization of the main activities (cognitive, information-communicative and reflective), key competencies of students should be formed that allow them to act effectively in non-standard situations, mobilize their knowledge and experience, their mood and will to solve problems in specific life circumstances.

In the conditions of a modern dynamic society, which sociologists and historians call informational, special meaning acquires information and communication activities and, formed on its basis, communicative competence.

Communicative competence involves the possession of all types of speech activity, the culture of oral and written speech; skills and abilities to use the language in various fields and situations of communication corresponding to the experience, interests, psychological features students. Possession of new technologies, understanding of their application, their strengths and weaknesses, the ability to critically relate to information.

Reasons for choosing the topic: reading is one of the main types of speech activity. This species is included in the unified State exam both in the ninth grade and in the eleventh. Therefore, it is necessary to use not only new technologies, but also work out those that have already been tested by time.

Goal of the work: to summarize the experience in selecting techniques and methods of working on different types of reading during the entire period of study.

Tasks:

To characterize reading as an aspect of teaching a foreign language;

Give a description different types reading;

Describe the stages of working with text;

Systematize the methods of teaching reading;

Present possible options for using reading teaching techniques.

2. Reading as an important link in speech activity.

The founder of the Whole Language movement, Kenneth Goodman, defined reading as a psycholinguistic process in which the reader interacts with text. Reading can act as an independent type of speech activity and as a means of developing related language and speech skills and abilities. Reading acts as an independent type of speech activity, when we read in order to get necessary information from text.

Objectives of Teaching Reading: to teach students to extract information from the text to the extent necessary to solve a specific speech task.

Reading can act as a means of formation and control of related speech skills and language skills, since:

The use of reading allows students to optimize the process of mastering the language and speech material;

Communicative and orientation tasks for the control of vocabulary and grammar, listening, writing and oral speech assume the ability to read and are built on the basis of written texts and instructions;

Exercises for the formation and development of all language and speech skills and abilities are also built based on the text and written instructions for exercises and tasks.

Depending on the target setting, the following types of reading are distinguished: viewing/search (scanning), introductory (skimming) studying (intensive). A mature ability to read implies both the possession of all types of reading, and the ease of transition from one of its types to another, depending on the change in the purpose of obtaining information from a given text.

This is a fluent, selective reading, reading the text in blocks for a more detailed acquaintance with its "focusing" details and parts. It usually takes place during the initial acquaintance with the content of a new publication in order to determine whether it contains information of interest to the reader, and on this basis to decide whether to read it or not. It can also end with the presentation of the results of what has been read in the form of a message or abstract.

When viewing reading, it is sometimes enough to familiarize yourself with the content of the first paragraph and the key sentence and view the text. The number of semantic pieces in this case is much less than in the study and introductory types of reading; they are larger, because the reader focuses on the main facts, operates in larger sections. This type of reading requires from the reader a fairly high qualification as a reader and possession of a significant amount of language material.

The completeness of understanding during viewing reading is determined by the ability to answer the question of whether this text is of interest to the reader, which parts of the text may be the most informative in this respect and should be further processed and comprehended with the involvement of other types of reading.

To teach viewing reading, it is necessary to select a number of thematically related text materials and create viewing situations. The speed of viewing reading should not be less than 500 words per minute, and study tasks should be aimed at the formation of skills and abilities to navigate the logical and semantic structure of the text, the ability to extract and use the source text material in accordance with a specific communicative task.

2.2. Introductoryreading is a cognitive reading, in which the entire speech work (book, article, story) becomes the subject of the reader's attention without setting to receive specific information. This is reading “for oneself”, without prior special installation for the subsequent use or reproduction of the information received.

During introductory reading, the main communicative task that the reader faces is to extract the basic information contained in it as a result of a quick reading of the entire text, that is, to find out what issues and how are resolved in the text, what exactly is said in it according to the data. questions, etc. It requires the ability to distinguish between primary and secondary information. This is how we usually read works of art, newspaper articles, popular science literature, when they are not the subject of special study. The processing of text information is carried out sequentially and involuntarily, its result is the construction of complex images of what is read. At the same time, deliberate attention to the linguistic components of the text, elements of analysis are excluded.

The pace of introductory reading should not be below 180 for the English language.

For practice in this type of reading, relatively long texts are used, which are easy in terms of language, containing at least 25-30% of redundant, secondary information.

2.3. studyingreading provides for the most complete and accurate understanding of all the information contained in the text and its critical reflection. This is a thoughtful and unhurried reading, which involves a purposeful analysis of the content of the text being read, based on the linguistic and logical connections of the text. Its task is also to develop the student's ability to independently overcome difficulties in understanding a foreign text. The object of "study" in this type of reading is the information contained in the text, but not the language material. Learning reading is characterized by a greater number of regressions than other types of reading - re-reading parts of the text, sometimes with a clear pronunciation of the text to oneself or aloud, establishing the meaning of the text by analyzing language forms, deliberately highlighting the most important theses and repeatedly saying them aloud in order to better remember content for subsequent retelling, discussion, use in the work. It is learning reading that teaches careful attitude to text.

Reading- a motivated, receptive, mediated type of speech activity that occurs internally, aimed at extracting information from a fixed text in writing, proceeding on the basis of the processes of visual perception of an arbitrary short term memory and recoding information.

Learning to read foreign language. Types of reading.

When teaching a foreign language, reading is considered as an independent type of speech activity, which occupies a leading position in terms of its importance and accessibility.

It performs the following functions:

1. teaches independent work skills.
2. Text is often the basis for writing, speaking and listening.
3. Educational goals (morality, worldview, values).
4. Expanding horizons.
5. Instills a love for the book.

To achieve the goals set, it is necessary to attach to the reading of fiction, journalistic, scientific and special literature in a foreign language.

The subject of reading is someone else's thought, encoded in the text and subject to recognition in the visual perception of the text.

Product- inference, understanding of semantic content.

Result- impact on the reader and his own verbal or non-verbal behavior.

Unit this type of speech activity is a semantic decision made on the basis of processing the extracted information and its assignment.

Reading is based on the following principles selected by S.K. Folomkina:

1. learning to read is the learning of speech activity, i.e. communication, and not just a way of voicing the text;
2. Reading instruction should be structured cognitive process;
3. teaching reading should include, along with receptive, and reproductive activities of students;
4. learning to read involves reliance on mastering the structure of the language.

Like every human activity, reading has a three-phase structure.
Namely:

1. The motivational-incentive phase of this activity, i.e. the emergence of a need, desire, interest in its implementation. It is set in motion by a special communicative task that creates an attitude to reading. Focuses on extracting all or basic, specific information. This determines the intent and strategy of reading.

2. The analytical-synthetic part of reading takes place either only on the internal plane (understanding when reading to oneself), or on the internal and external plane (understanding when reading aloud) and includes mental processes: from the visual perception of graphic signs, known and partially unknown linguistic material and its recognition to its awareness and adoption of a semantic decision, i.e. to understanding the meaning.
Consequently, when reading, the analytic-synthetic part includes the executive part.

3. Control and self-control constitute the third phase of reading as a type of speech activity, which ensures the transfer of understanding to the external plane. This can be done with the help of other types of speech activity - speaking and writing. And also non-verbally, for example, with the help of signaling or behavioral reactions.

All of the above allows us to clarify the characteristics of reading as complex type speech activity. Having an internal and external plan, flowing in two forms (out loud and to oneself), carried out in close interaction with other types of speech activity.

The main educational and methodological unit of teaching reading is the text. First of all, text - it is a communicative unit that reflects a certain pragmatic attitude of its creator.

As a unit, the text, in addition to reproducibility in different conditions, is characterized by integrity, social conditionality, semantic completeness, manifested in the structural and semantic organization of a speech work, the integration of parts of which is provided by semantic-thematic connections, as well as formal grammatical and lexical means.

In the methodology of teaching reading, there are various types of reading. At present, the most widespread classification of types of reading according to the degree of penetration into the text, proposed by S. Kh. Folomkina, which divides educational reading into studying, introductory, viewing and search.

studying reading is the careful reading of the test to fully understand the content accurately and memorize the information contained for later use. When reading with full understanding, the content of an authentic text must be understood both main and secondary information, using all possible means of revealing the meaning of unfamiliar linguistic phenomena.

Introductory reading involves the extraction of basic information, while relying on the recreating imagination of the reader, thanks to which the meaning of the text is partially replenished. When reading with an understanding of the main content, the student should be able to identify the topic and highlight the main idea of ​​the written message, separate the main facts from the secondary ones, omitting the details.

search engine reading involves mastering the ability to find in the text those elements of information that are significant for the performance of a particular educational task.

According to the function of reading, the following types are distinguished:
cognitive- reading only in order to extract information, comprehend and store it, briefly react to it, verbally or non-verbally.
value orientation- reading in order to then discuss, evaluate, retell the content of what was read, i.e. use the results of reading in other types of speech activity.
Regulatory- reading with subsequent substantive actions that correlate or do not correlate with those described in the text.

In the last two cases, reading acts simultaneously as a means of learning.

The purpose of teaching reading at school is the formation and development of reading skills as a type of speech activity, and not teaching the types of reading, which are only a means to achieve a common goal.

The sequence of highlighting the types of reading is essential to achieve the basic type of learning in foreign languages, acting as state standard, the achievement of which is mandatory for all students, regardless of the type of school and the specifics of the course of study, and the measurement of which should give an objective assessment of the minimum level of foreign language proficiency of students.

First stage education in secondary school plays the role of a foundation in the formation of a communicative core and is at the same time preparatory stage during which students acquire a set of fundamental reading skills and abilities. Starting from known sounds, students master the inscription of letters, the technique of reading aloud and to themselves with a full understanding of the text containing 2-4% of unfamiliar words. By the end of this stage, reading acquires a relatively independent meaning as a way of foreign language communication.

For middle stage learning is characterized by reading with a full understanding of the main content, which involves the use of a complex of all reading skills: the ability to achieve understanding, overcoming obstacles in all available ways, as well as the ability to ignore obstacles, extracting only essential information from the text, the ability to read texts presented for the first time to oneself in order to a complete understanding of the information, in order to extract the main information and partial information.

On senior stage improving the skills, abilities,
previously purchased. Reading at this stage is aimed at learning to read with complete and accurate understanding. Teaching this reading skill is debated by practical necessity: a high school graduate must understand original and slightly adapted texts from socio-political and popular science literature that he may encounter in his professional activity, in the further occupation of the language or for self-educational purposes.

Particularly significant at this stage of training is the development of the following skills:
- define character readable text(popular science, socio-political, artistic);
- extract the necessary information from the text;
- compose and write down abstracts, annotations of the read text;

IN school curriculum for the study of foreign languages, the requirements for practical knowledge of a foreign language in the field of reading are indicated. According to the program, students completion of senior stage should be able to:
A ) in order to extract complete information read to yourself for the first time uncomplicated original ones from socio-political and popular science literature, as well as adapted texts from fiction containing up to 6-10% of unfamiliar vocabulary;
V ) in order to extract basic information to read to oneself (without using a dictionary) for the first time presented texts from socio-political and popular science literature, containing up to 5-8% of unfamiliar words, the meaning of which can be guessed or ignorance of which does not affect the understanding of the main content of what is being read.
With) in order to extract partial information read silently in viewing mode (without using a dictionary) for the first time presented partially adapted or non-adapted texts from socio-political and popular science literature.

Principles of teaching reading:

1. teaching reading should be teaching speech reality. Compliance with this principle is important for the correct orientation of student motivation. Often texts are needed only for familiarization. Reading should also be the goal. This is achieved if the text is considered as material for practical activities. Reading a text always involves comprehension and verbal and non-verbal communication.
2. Reading should be built as a cognitive process. The content of the text is important. The content predetermines whether students will relate to reading in a foreign language as a way of obtaining information. All texts should be interesting and meaningful.
3. Principles of building on students' existing reading experience mother tongue.
4. When teaching text comprehension, one should rely on students' mastery of the structure of the language. Relationship of text with vocabulary and grammar.
5. The inclusion of not only receptive, but also reproductive activity.
6. The principle of automation of reading techniques. Reading skills need to be developed.

Today there are many methods for teaching reading.

Method I.L. Beam is based on the phased organization of learning to read: from orientation to individual actions on different levels organization of the material (word, phrase, separate sentence, linked text) to the execution of these actions and the implementation of reading as a whole, and first in the form of aloud reading and, then through a specially organized transition - learning to read silently and further forming in its mainstream actions for recognition text.

I.L. Beam identifies four types of exercises:
1. orientation exercises
2. executive exercises of the first level
3. executive exercises of the second level
4. control exercises.

I type of exercises:
A - exercises orienting in the implementation of this activity, directing the attention of students to certain aspects of the technique of reading aloud and to the development of individual reading mechanisms: at the word level, at the phrase level, at the sentence level, at the level of a related text.
B- exercises orienting in the technique of reading to oneself. They are usually carried out at the level of the sentence and the associated text.

II type of exercises– performing at the level of training in reading as mediated communication. They are carried out on a related text, involve repeated return to it and fix the attention of schoolchildren both on the content side of the texts and on the methods of removing interference, i.e. on how to read to gain understanding, whether by guessing or by using a dictionary. They can contain various supports: pictorial (drawings, font), verbal (footnotes with comments, translation, synonyms).

III type of exercise- controlling, specially used to determine the formation of the ability to read. These can practically be the same exercises, but aimed specifically at control, as well as special tests: for multiple choice, for recovering missing words, and others. Controlling exercises can, as it were, be included in the program of actions with the text, or they can also act as an end in itself, for example, during the final control of reading at the end of work on a paragraph.

Methodology E.A. Maslyko and P.K. Babinskaya is based on the phased work with the text. They distinguish three stages of work on the text:

1. Pre-text - awakening and stimulating motivation to work with the text; updating the personal experience of students by attracting knowledge from other educational areas school subjects; predicting the content of the text based on the knowledge of students, their life experience, headings and pictures, etc. (formation of predictive skills). Here one must observe important rule: all preliminary work on the text should not concern its content, otherwise the students will not be interested in reading it, since they will not find anything new for themselves in this text.
2. Test - reading the text of its individual parts) in order to solve a specific communicative task formulated in the task for the text and set by the student before reading the text itself. The object of reading control should be its understanding (the result of the activity). At the same time, the control of understanding of the read text should be associated both with the communicative tasks that are set for students and with the type of reading.
3. Post-text - the use of the content of the text to develop the skills of schoolchildren to express their thoughts in oral and written speech. The exercises proposed at this stage are aimed at developing the skills of the reproductive plan, reproductive-productive and productive.

To form reading skills and organize work with texts at different stages, E.A. Maslyko and P.K. Babinskaya offer a developed system of exercises.

The first group of exercises is related to the reproduction of text material based on its keywords, supporting sentences, its abbreviated or simplified version. Students are offered tasks in creative text processing.

The second group of exercises is related to the development of skills of a reproductive-productive nature, that is, the ability to reproduce and interpret the content of the text in the context of the topics covered in it.

The purpose of the third group of exercises is to develop productive skills that allow students to use the information received in situations that simulate authentic communication, and in situations of natural communication, when the student acts “on his own behalf”.

To teach reading more complex texts with full understanding, carried out in high school, it is necessary to form in students the ability to independently overcome difficulties in extracting information using analytical actions, which makes it necessary to analyze incomprehensible places.

Difficulties in understanding German texts are often associated with an inflectional-analytical feature German language. This is connected with the phenomenon of grammatical homonymy, which is especially dangerous in a purely formal approach to analysis.

S.F. Shatilov in his approach two types of analytical exercises for the recognition of similar elements:
- Partial semantic-formal analytical action, the purpose of which is to clarify inaccurately understood grammatical phenomena while understanding the context as a whole. The student goes from the meaning of the context to the analysis of the grammatical form.
- Formal-semantic analytical action - aims to find out the meaning of incomprehensible grammatical phenomena in case of misunderstanding of the microtext. In this case, the student is forced to proceed from the formal features of the grammatical phenomenon and identify its function (meaning) in this context.

When working on the lexical side of reading S.F. Shatilov pays Special attention exercises that develop students' contextual guess based on the structure of words.

Vocabulary exercises also deserve close attention:
- on the orientation of students in the alphabet based on knowledge of the sequence of letters of the alphabet;
- on the development of generally accepted symbols and their decoding;
- exercises for the formation of the ability to transform any grammatical form of the word found in the text;
- exercises in finding the necessary meaning for a given context in the dictionary polysemantic word, stable phraseological phrases;
- exercises to determine the meaning of a compound word by its elements.

G.V. Rogova believes that it is necessary to teach reading in two stages:
- Learning to read aloud
- Learn to read to yourself.

When learning to read aloud, the following modes are used:
I mode. Reading aloud based on the standard.
The standard can come from the teacher, it can be given in the record. In both cases, reading aloud is preceded by a certain analytical stage, which consists in the sound-letter analysis of difficult phenomena and in the markup of the text. The standard sounds twice: expressively, in a continuous text, then with pauses, during which students read, trying to imitate the standard (“paused reading”). In conclusion, students read the text continuously, first in a whisper, then aloud. The indicator of correctness is intonation and the solution of elementary semantic tasks.
However, one should not abuse reading aloud based on the standard, since a large proportion of imitation can lead to passive perception, which will slow down learning to read. Therefore, this mode must be combined with independent reading without a standard.

II mode. Reading aloud without a standard, but with preparation in time.
This mode maximizes the perception of graphic matter by students, increases their responsibility. The sequence of work is as follows:

1. "Reception" in the form of reading to oneself, followed by text markup. Here, reading acts as a means of finding intonation, that is, as a stage of reading aloud
2. Mutual Reading. In the course of pair work, students first check the markup of the text from each other, then take turns reading the text to each other. Mutual reading enhances the appeal and overall expressiveness of reading.

III mode. Reading without standard and preliminary preparation.
Two successive stages are distinguished here: reading without standards and preliminary preparation of previously worked out texts and new ones.

Reading aloud previously worked texts is primarily aimed at developing fluency and expressiveness of reading. It should be carried out periodically at the end of work on the topic, when 3-4 texts are accumulated. Such reading should be arranged as a kind of "review of forces", it can be organized in the form of a "competition for the best reader."

Reading new texts is also done without preparation in time. Such reading is as close as possible to the natural conditions of reading in a foreign language, in which students highlight unfamiliar language material, recognize a potential dictionary, and, in general, become attached to the perception and understanding of unfamiliar parts of the text. This mode of reading aloud involves the activation of thought processes.

All of the named modes of learning to read aloud should be used in combination.

Learning to read silently also has great importance. Introduction to reading to oneself begins already at the initial stage, being a subordinate form of reading aloud. Sometimes it is used as a certain stage of learning to read aloud, when the processes of perception and understanding have not yet become simultaneous; students skim through the text. Grasping its general content, looking for an adequate intonation. Then reading to oneself begins to “break through” as an independent activity, first in a small volume, and then expanding from class to class.

The considered exercises create the prerequisites for the functioning of reading as a speech activity. However, in order for students to perceive it as a certain activity corresponding to the level of their intellectual development, a number of conditions must be observed.

1. Texts should be selected whose actual material could be used in other forms. learning activities student (in other lessons, during extracurricular activities etc.).

2. It is necessary to create as often as possible situations for students to choose texts for reading (for example, read one of the three indicated newspaper articles at home, choose a book for independent reading from several proposed by the teacher, etc.).

3. Students should be given tasks similar to those they face when reading in their native language - to obtain certain information, establish the idea of ​​the text, evaluate its merits / individual facts, etc.

Also important is the series organizational issues: the text should always act as a semantic whole, therefore it is recommended to read it in its entirety and at a time; it is inappropriate to read the same text repeatedly without changing the task for the student; so that reading is not perceived as an exercise with language material, students should not be introduced to the content of the text in advance (after all, understanding the text is the goal of reading); for the same reason, it is always the students who read the text first, not the teacher. Starting from the end of grade IV, the first reading should be quiet, to oneself, in which case each student independently carries out all the mental work related to understanding the content.

Work on reading the text should be carried out in line with one or another of its types.

The process of reading is determined by the attitude of the reader, which arises under the influence of the purpose of reading. In educational conditions, it develops as a result of instructions, i.e. assignment the student is given. Therefore, the first requirement for carrying out reading work is the adequacy of the assignment to the type of reading. The assessment of the result of the activity also contributes to the creation of the necessary attitude, i.e. the form and content of reading control. The second requirement, therefore, is the adequacy of the forms of verification for the type of reading being developed. The third requirement is that the text matches the type of reading being worked on.

The requirements for understanding the text are different for introductory and studying reading. However, there are such components of the semantic content of the text that act as objects of control, regardless of the type of reading. This is the theme (idea) of the text and the nature of its disclosure. Checking these components (in the form of questions, abstracts for discussion, etc.) necessarily includes an assessment of what the student has read.

The process of understanding can be simplistically represented as dividing it by the reader into semantic pieces. This division takes place in both types of reading, however, the degree of its fragmentation (the number of semantic pieces into which the text is divided) is different - in studying reading, their number is much larger. Finding out the number of pieces into which the students have broken the text is also included in the comprehension test in both cases.

Introductory reading.

For practice in this type of reading, and thus for its formation, relatively long texts are used (at least a page already in grade V), which are easy in linguistic terms.

At first, the reading of the text takes place in the classroom in order to show students how to read. In the future, the reading of the text itself is transferred to the home, the lesson only checks its understanding. However, at least once a month should be read in the classroom. This makes it possible, on the one hand, to control the reading methods used by students, and on the other hand, to develop fluency as a specific feature of introductory reading.

When preparing for an introductory reading, the teacher first of all outlines the objects of control, i.e. highlights in the text all the facts, the understanding of which provides an understanding of its content. Next, he chooses the form of control and decides what the wording of the task should be. Regardless of the chosen form of control, in the future, the understanding of only the facts of the text outlined in advance is checked. It should be remembered that with this type of reading, only the understanding of the main one is checked; insignificant details, even if they are understandable when reading, require additional effort to memorization, so waiting for comprehension check all details will force the student to change the nature of reading, and it will no longer be introductory.

Examples of tasks and forms of verification during the development of introductory reading:

1. Read the text in order to then answer questions on the main content of the text. Questions covering all the main points of the text should be formulated in such a way that they cannot be answered with a sentence borrowed from the text, students should be taught to integrate the meaning of several sentences. This verification method can take various organizational forms.

2. Read the text. Say which of the teacher's statements are correct and correct the incorrect ones. The exercise is performed orally. The teacher names a number of facts from the text, distorting some of them. Students must agree with them or refute them, each time arguing their answer.

3. Find answers to pre-text questions.

4. Give their text all the facts confirming the provisions said by the teacher (orally, in class).

Retelling as a form of checking understanding during introductory reading can only be recommended when the text is long enough (this will exclude the possibility of learning it by heart), while students should be required to state only the main facts.

Having finished checking the understanding of the basic facts of the content of the text, the teacher checks his understanding at the level of meaning: students establish the idea of ​​the text (topic), as it is revealed, and be sure to give their assessment of what they have read.

For introductory reading, the text should, as a rule, be read one once. In some cases, it is possible to re-read it, but at the same time, students should be given sure another setting.

Learning objectives There can be two types of re-reading: increasing speed and developing viewing techniques. This goal is served by various tasks that require searching for various information in the text. This search, associated with rereading the text or parts of it, contributes both to an increase in speed and better orientation in the text.

Reading from the point of view of thought processes proceeds at various levels: from the ability to understand the content approximately to creative reading, in which the reader not only recreates the author’s train of thought, but also compares, synthesizes what has been read, accepts or rejects the main idea, reorganizes his thought or rises to a new one. point of view. In other words, the reader shows the ability to “understand the meaning and intention of the text and express their own intentions in a linguistic form that has an impact force” (Piepho N. E., 1974, S. 164).

Between the first and second types of reading, there are a number of intermediate ones that are of no small practical importance. Previous classifications of reading types were based on factors that did not take into account the levels of understanding and the degree of completeness of extracting information. A different approach to classification, developed in the domestic methodology (S. K. Folomkina) and abroad (K. Weber, A. Oliver, R. H. Alan, H. Frankenpohl), contributes not only to a better organization of the material, but also to a more correct development of exercises, in the construction of which, on the one hand, it is necessary to take into account the mechanisms underlying reading (both in the field of technical skills and at the level of semantic perception), on the other hand, the operations that the reader performs in each type of reading.

Over 30 types of reading are offered in foreign methods, however, upon closer examination, it turns out that under the types of reading they sometimes understand different stages of the same type or different ways of fixing what has been read. For example, viewing reading in one of the works is divided into such types as: general review (skimming), preliminary review (preview), re-review (review), final review (overview), viewing (scanning) (Taylor S., Berg P., Frankenpohl H., 1968) 3 .

The main types of reading still found in domestic and foreign works can be summarized in Table 9.

The table does not include such titles as: home / class reading, reading with a dictionary / without a dictionary, prepared (with previously removed difficulties) / unprepared, etc. All these names do not mean a new type of reading, they only indicate the place and form of reading work.

Discrimination Options	Type of reading
By way of reading	Reading to yourself		Reading aloud
On the use of logical operations	Analytical reading		Synthetic reading
Depth of penetration into the content of the text	Intensive Reading		Extensive Reading
By target setting	Learning Reading	Introductory reading		Review Reading	Search reading
By level of understanding	Full/detailed understanding	General/global understanding

Despite the similarities, there are significant differences between them, which makes it necessary to have special training in the two ways of reading. Although most often they read to themselves, reading aloud often acts as phonetic exercise, as an indirect indicator of the formed ™ speaking. No wonder M. West called reading aloud "prompted oral speech" (see: West M.R., 1960).

The opposition "analytical - synthetic" reading is to a certain extent conditional, since in semantic perception, analytical-synthetic in nature, it is not always possible to separate these operations. Their ratio can change within the limits of reading not only one text, but even a paragraph. The names "intensive - extensive" reading correlate with the oppositions discussed above. Some authors call the first type reading with deep penetration into the content, and the second - reading fluent, superficial (see: Hegboldt P., 1963).

G. Westhof connects the difference in these types of reading with the speed of reading, the volume and importance of texts ("important texts are read intensively, unimportant ones - extensively"). The best result is achieved, according to the author, when both types are used simultaneously, and "the text is read as extensively as possible, and no more intensively than necessary" ("... so extensiv wie moglich liest und nicht intensiver als notwendig") (Westhoff G. L., 1987, S. 77).

Let's dwell on more detailed analysis types of reading proposed and described in detail by S.K. Folomkina (see: Folomkina S.K., 1987).

S. K. Folomkina based the classification on the practical needs of readers: view stories, articles or books, familiarization with content, occupation search necessary information, detailed studying, if necessary, language and content. Each type of reading is associated, therefore, with the solution of certain communicative tasks.

The purpose of teaching in schools of various types are three types of reading: introductory, exploratory, and learning 4 .

Introductory and search reading are types of quick reading. The difference between them lies in achieving the degree of completeness and accuracy of understanding.

Introductory reading involves extracting basic information from the text with a degree of completeness of understanding within 70-75%. This indicator is accepted by psychologists as the norm. The program refers to this level of penetration into the content as a general/global understanding (see: Foreign Language Teaching Program..., 2000).

Search reading is associated with the presence in the text of specific information necessary for the reader: definitions, conclusions, factual data, country-specific information, etc. The text can be read in full or in part if the student knows where the information of interest is located.

Learning reading involves achieving a detailed/complete (100%) and accurate level of understanding of the main and secondary facts contained in the text. This reading proceeds slowly, since the student, having a mindset for long-term memorization, resorts to repeated reading, translation, and sometimes to written fixation of the content, and penetrates deeper into the essence of the communicative situation.

It is advisable to conduct studying reading on texts that have cognitive value and informative significance, which are quite difficult in linguistic terms. Analysis, as rightly noted by S. K. Folomkina, plays an auxiliary role. The language form of the text contains many guidelines and hints, using which the student can further independently overcome language difficulties (see: Folomkina S.K., 1987, p. 95).