I. TEACHING EXPLAINING READING

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

information (degree of completeness, accuracy and depth):

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

2) extraction of complete factual data. information contained in the text;

3) comprehension of the extracted information.

The solution to these problems is carried out at the pre-text, text and post-text stages of working with textbooks. 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 words indicated.

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

2. Exercises to expand vocabulary

1) compare words with the same root and highlight the common basis in them. Distribute them by 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 recognizing and differentiating grammatical ones. phenomena

1) mark the syntagms in the sentences.

2) read, underline and write down the syntagms in the text indicating....

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

4. exercises on perception and understanding of a sentence as an integral semantic structure.

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

2) indicate correct translation proposals.

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

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

2) in each sentence, underline the key word.

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

1) determine by formal characteristics what parts of speech are

highlighted words.

2) break down a complex word into its component elements

7. forecasting exercises at the language level.

1) make up sentences using the table.

2) find a continuation to these sentences in the text

8. Exercises to predict the content of what you are reading

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 discussed in the text.

9. exercises to develop skills in working with a bilingual dictionary

1) determine the part of speech which is the LE

2) name the original form of these words.

TEXT STAGE

1. Exercises on dividing text 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 to highlight semantic supports in the text

1) read aloud all the verbs that convey the dynamics of the narrative

2) read (repeatedly)... the paragraphs, formulate their main idea.

3. Exercises on equivalent substitutions, presentation of main ideas

text in more economical ways

1) replace this phrase with a shorter synonymous phrase.

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

POST-TEXT STAGE

1. Exercises to test your understanding of the actual content of the text

1) using the text material, answer the questions.

2) read the outline of the text and tell me whether it is translated completely enough

2. Exercises for learning to interpret text

2) describe the characters in your own words

3. Exercises to determine the cognitive value of what you read

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

DEPARTMENT OF EDUCATION OF THE CITY OF TROITSKA, CHELYABINSK REGION MUNICIPAL 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 part of speech activity	5
2.1. Types of reading 2.1.1. Scanning reading; 2.1.2. Introductory reading; 2.1.3. Exploratory reading; 2.1.4. Search reading.	5 5 6 7 8
2.2. Stages of working with text and developing skills in 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 restoring/filling in gaps; 3.4. Reception of division into categories; 3.5 “Mosaic” technique.	14 15 18 18 19
4.	Conclusion	21
5.	Bibliography	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 general education are:

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

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

Through the organization of main types of activities (cognitive, information-communicative and reflective), key competencies of students should be formed that allow them to act effectively in non-standard situations, mobilize existing knowledge and experience, their mood and will to solve a problem 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 the communicative competence formed on its basis.

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

Reasons for choosing the topic: reading is one of the main types of speech activity. This view is included in the single State exam both in the ninth and eleventh grades. Therefore, it is necessary to use not only new technologies, but also to develop time-tested ones.

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

Tasks:

Describe reading as an aspect of teaching a foreign language;

Give a description different types reading;

Describe the stages of working with text;

Systematize methods of teaching reading;

Present possible options for using reading teaching techniques.

2. Reading as an important part of 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 receive necessary information from the text.

Objectives of teaching reading: teach students to extract information from the text to the extent necessary to solve a specific speech problem.

Reading can act as a means of developing and controlling related speech and language skills, since:

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

Communication-oriented tasks to control vocabulary and grammar, listening, writing and oral speech assume reading ability and are based on written texts and instructions;

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

Depending on the target setting, the following types of reading are distinguished: browsing/searching (scanning), introductory (skimming), studying (intensive). Mature reading ability presupposes both mastery of all types of reading and ease of transition from one type to another, depending on the change in the purpose of obtaining information from a given text.

This is a quick, 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 make a decision 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 skimming, sometimes it is enough to familiarize yourself with the contents of the first paragraph and key sentence and skim 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, since the reader focuses on the main facts and operates with larger sections. This type of reading requires the reader to have fairly high qualifications as a reader and mastery of a significant amount of language material.

The completeness of understanding during skimming is determined by the ability to answer the question of whether a given text is of interest to the reader, which parts of the text may turn out to be the most informative in this regard and should subsequently become the subject of processing and comprehension with the involvement of other types of reading.

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

2.2. Introductoryreading represents cognitive reading, in which the subject of the reader’s attention becomes the entire speech work (book, article, story) without the intention of receiving specific information. This is reading “for oneself”, without any prior special intention for subsequent use or reproduction of the information received.

During introductory reading, the main communicative task that the reader faces is to, as a result of quickly reading the entire text, extract the basic information contained in it, that is, find out what questions and how are solved in the text, what exactly it says according to the data questions, etc. It requires the ability to distinguish between main and secondary information. This is how we usually read works of fiction, newspaper articles, and popular science literature when they do not represent a subject of special study. Processing of text information occurs sequentially and involuntarily; its result is the construction of complex images of what has been read. In this case, deliberate attention to the linguistic components of the text and elements of analysis are excluded.

The pace of introductory reading should not be lower than 180 for English.

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

2.3. Studyingreading provides the most complete and accurate understanding of all information contained in the text and its critical understanding. This is a thoughtful and leisurely reading, involving a targeted analysis of the content of what is 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. Study reading is distinguished by a greater number of regressions than other types of reading - repeated re-reading of parts of the text, sometimes with a clear pronunciation of the text to oneself or out loud, establishing the meaning of the text by analyzing linguistic forms, deliberately highlighting the most important theses and repeatedly speaking them out loud for the purpose of better memorization content for subsequent retelling, discussion, and use in work. It is the student reading who teaches careful attitude to the text.

Reading– a motivated, receptive, indirect type of speech activity, occurring in the internal plane, aimed at extracting information from a written fixed text, proceeding on the basis of the processes of visual perception of arbitrary short term memory and recoding of information.

Learning to read on foreign language. Types of reading.

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

It performs the following functions:

1. instills independent work skills.
2. Text often serves as the basis for writing, speaking and listening.
3. Educational goals (morality, worldview, values).
4. Expanding your horizons.
5. Instills a love for books.

To achieve these goals, it is necessary to engage in reading fiction, journalistic, scientific and specialized literature in a foreign language.

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

Product– inference, understanding of semantic content.

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

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

The basis for teaching reading is the following: principles, highlighted by S.K. Folomkina:

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

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

1. Motivational and incentive phase of this activity, i.e. the emergence of a need, desire, interest in its implementation. It is activated by a special communicative task that creates a reading mindset. Focuses on extracting all or basic, specific information. This determines the intention and strategy of reading.

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

3. Control and self-control constitute the third phase of reading as a type of speech activity, ensuring 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, using 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, occurring in two forms (aloud and silently), 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, a text, in addition to reproducibility in different conditions, is characterized by integrity, social conditioning, semantic completeness, manifested in the structural and semantic organization of a speech work, the integration of parts of which is ensured by semantic-thematic connections, as well as formal-grammatical and lexical means.

In the methodology of teaching reading, there are various types of reading. Currently, 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, familiarizing, viewing and searching.

Studying Reading involves carefully reading the test to fully accurately understand the content and memorize the information contained for its future use. When reading with full understanding of the content of an authentic text, it is necessary to understand both the main and secondary information, using all possible means of revealing the meaning of unfamiliar linguistic phenomena.

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

Search Reading involves mastering the ability to find in the text those elements of information that are significant for completing a particular educational task.

According to the reading function, the following types are distinguished:
Cognitive– reading only in order to extract information, comprehend and store it, and respond briefly 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 reading results in other types of speech activity.
Regulatory– reading followed by substantive actions that are correlated or not correlated with those described in the text.

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

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

The sequence of identifying types of reading is essential for achieving 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 students’ proficiency in a foreign language.

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 design of letters, the technique of reading aloud and silently with a full understanding of the text containing 2-4% of unfamiliar words. By the end of this stage, reading acquires relatively independent significance as a method 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 all reading skills in a complex: the ability to achieve understanding, overcoming interference in all available ways, as well as the ability to ignore interference, extracting only essential information from the text, the ability to read texts presented to oneself for the first time with the purpose complete understanding of information, in order to extract basic information and partial information.

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

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

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 to completion of the senior stage must be able to:
A ) for the purpose of extracting complete information read silently for the first time presented simple original ones from socio-political and popular science literature, as well as adapted texts from fiction containing up to 6-10% unfamiliar vocabulary;
V ) in order to extract basic information read silently (without using a dictionary) texts from socio-political and popular science literature presented for the first time, containing up to 5-8% 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) partially adapted or unadapted texts from socio-political and popular science literature presented for the first time.

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 for informational purposes only. Reading should also be a goal. This is achieved if the text is considered as material for practical activities. Reading a text always involves comprehension and verbal and nonverbal communication.
2. Reading should be built as a cognitive process. The content of the text is important. The content determines 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 relying on students’ reading experience in native language.
4. When learning to understand a text, one should rely on students' mastery of the structure of the language. Connection of text with vocabulary and grammar.
5. Inclusion of not only receptive, but also reproductive activity.
6. The principle of automation of reading techniques. It is necessary to develop reading technique.

Today there are many methods for teaching reading.

Methodology I.L. Bim is based on the step-by-step organization of reading learning: from orientation to individual actions on different levels organizing the material (word, phrase, separate sentence, connected text) to the execution of these actions and reading in general, first in the form of loud reading and then through a specially organized transition - learning to read silently and the further formation of recognition actions in line with it 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 that guide students in the implementation of this activity, directing students’ attention to individual aspects of the technique of reading aloud and to the development of individual reading mechanisms: at the word level, at the level of phrases, at the level of sentences, at the level of connected text.
B– exercises to guide you in the technique of reading silently. 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 ways to remove interference, i.e. on how to read to achieve understanding: whether by guessing or using a dictionary. They can contain various supports: pictorial (drawings, font), verbal (footnotes with commentary, translation, synonyms).

III type of exercises- controlling, specifically used to determine the maturity of reading skills. These can practically be the same exercises, but aimed specifically at control, as well as special tests: multiple choice, recovery of missing words, and others. Control exercises can be part of a program of actions with the text, or they can act as an end in themselves, 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 step-by-step work with the text. They distinguish three stages of work on the text:

1. Pre-text – awakening and stimulating motivation to work with text; updating personal experience students by attracting knowledge from others educational areas school subjects; predicting the content of the text based on students’ knowledge, their life experience, headings and pictures, etc. (formation of predictive skills). One thing must be observed here important rule: all preliminary work on the text should not concern its content, otherwise schoolchildren will not be interested in reading it, since they will no longer find anything new for themselves in this text.
2. Test - reading the text of its individual parts) with the aim of solving a specific communicative task formulated in the task for the text and posed to the student before reading the text itself. The object of reading control should be its understanding (of the result of the activity). At the same time, monitoring the understanding of the text read should be associated both with the communicative tasks that are set for students and with the type of reading.
3. Post-text – using the content of the text to develop students’ abilities to express their thoughts in oral and written speech. The exercises proposed at this stage are aimed at developing reproductive skills, reproductive-productive and productive.

To develop 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 nature, that is, the ability to reproduce and interpret the content of a text in the context of the issues raised in it.

The goal 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 develop in students the ability to independently overcome difficulties in extracting information using analytical actions, which makes it necessary to analyze incomprehensible passages.

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

S.F. Shatilov in his approach has two types of analytical exercises for recognizing 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 moves from the meaning of the context to the analysis of grammatical form.
- Formal-semantic analytical action - pursues the goal of finding out the meaning of incomprehensible grammatical phenomena when the microtext is not understood. In this case, the student is forced to proceed from the formal features of a grammatical phenomenon and identify its function (meaning) in a given context.

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

Exercises related to vocabulary also deserve close attention:
- to orient students in the alphabet based on knowledge of the sequence of letters of the alphabet;
- to master generally accepted symbols and to decipher them;
- exercises to develop the ability to transform any grammatical form of a word found in the text;
- exercises in finding the meaning needed for a given context in the dictionary polysemantic word, stable phraseological phrases;
- exercises to determine the meaning of a complex word by its elements.

G.V. Rogova believes that it is necessary to teach reading in two stages:
- learning to read aloud,
- learning to read silently.

When learning to read aloud, the following modes are used:
I mode. Reading aloud based on a standard.
The standard can come from the teacher, it can be given in the recording. In both cases, reading aloud is preceded by a certain analytical stage, which consists of sound-letter analysis of difficult phenomena and marking up the text. The standard is read twice: expressively, in continuous text, then with pauses, during which students read, trying to imitate the standard (“paused reading”). In conclusion, students begin reading the text completely, first in a whisper, then out loud. An indicator of correctness is intonation and the solution of elementary semantic problems.
However, you should not overuse 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 and increases their responsibility. The sequence of work is as follows:

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

III mode. Reading without a standard and preliminary preparation.
Here two successive stages are distinguished: reading without standards and preliminary preparation of previously worked texts and new ones.

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

Reading new texts is also done without any preparation in time. Such reading comes as close as possible to the natural conditions of reading in a foreign language, under which students identify unfamiliar language material, recognize potential vocabulary, and generally become accustomed 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 above modes of teaching reading aloud should be used together.

Learning to read silently also has great importance. Introduction to silent reading 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 scan the text with their eyes. Grasping its general content, looking for 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 exercises considered create the prerequisites for the functioning of reading as a speech activity. However, in order for students to perceive it as a specific activity that corresponds to the level of their intellectual development, a number of other conditions must be met.

1. Texts should be selected whose factual material could find application in other types of educational activities student (in other lessons, during extracurricular activities etc.).

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

Of no small importance is the number organizational issues: the text should always act as a semantic whole, so it is recommended to read it entirely and at one time; it is inappropriate to read the same text repeatedly without changing the assignment for the student; To prevent reading from being 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, students are always the first to read the text, not the teacher. Starting from the end of IV grade, the first reading should be quiet, silently, in this case, each student independently carries out all the mental work associated with understanding the content.

The work of reading the text should be carried out in line with one type or another.

The reading process is determined by the reader’s attitude, which arises under the influence of the purpose of reading. In educational conditions, it develops as a result of instructions, i.e. assignment that the student receives. Therefore, the first requirement for carrying out reading work is the adequacy of the task to the type of reading. The creation of the necessary attitude is also facilitated by the assessment of the result of the activity, i.e. form and content of reading control. The second requirement, therefore, is the adequacy of the test forms 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 study reading. However, there are 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, talking points, etc.) necessarily includes an assessment of what the student has read.

The process of understanding can be simplistically represented as the reader dividing it into semantic pieces. This division takes place in both types of reading, but 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 greater. Determining the number of chunks into which students have broken the text is also part of the comprehension check in both cases.

Introductory reading.

For practice in this type of reading, and thereby for its formation, relatively long texts (at least a page already in the 5th grade) that are easy in linguistic terms are used.

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

When preparing for introductory reading, the teacher first of all outlines the objects of control, i.e. highlights all the facts in the text, 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, understanding of only the facts of the text outlined in advance is checked. It should be remembered that with this type of reading only basic understanding is checked; unimportant details, even if they are understandable when reading, require additional effort to memorization, so waiting for the understanding check everyone details will force the student to change the nature of reading, and it will no longer be introductory.

Examples of tasks and test forms for the development of introductory reading:

1. Read the text in order to then answer questions about 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, and students should be taught to integrate the meaning of several sentences. This verification method can take various organizational forms.

2. Read the text. Tell 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 giving reasons for their answer.

3. Find answers to pre-text questions.

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

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

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

During introductory reading, the text should, as a rule, be read one once. In some cases, it is possible to read it again, but students should be given necessarily different setting.

Learning tasks Repeated reading can be twofold: increasing speed and developing viewing techniques. This purpose is served by various tasks that require searching for various information in the text. This search, associated with rereading the text or its parts, contributes to both increased speed and better orientation in the text.

Reading from the point of view of mental processes occurs 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 he read, accepts or rejects the main idea, reorganizes his thought or comes up with a new one point of view. In other words, the reader demonstrates the ability to “understand the meaning and intention of the text and express his own intentions in a linguistic form that has influencing power” (Piepho N. E., 1974, S. 164).

Between the first and second types of reading, there are a number of intermediate ones that have important practical significance. Previous classifications of types of reading were based on factors that did not take into account levels of understanding and the degree of completeness of information extraction. 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 better organization of the material, but also to 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."

The foreign methodology offers over 30 types of reading, but upon closer examination it turns out that types of reading are sometimes understood as different stages of the same type or different ways of recording what has been read. For example, skimming in one of the works is divided into such types as: general review (skimming), preliminary review (preview), repeated review (review), final review (overview), 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 names as: home/class reading, reading with/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 the reading work on reading.

Discrimination options	Reading type
According to reading form	Reading to yourself		Reading aloud
By using logical operations	Analytical reading		Synthetic reading
According to the depth of penetration into the content of the text	Intensive Reading		Extensive reading
By target	Study reading	Introductory reading		Scanning reading	Search reading
By level of understanding	Full/detailed understanding	General/global understanding

Despite the presence of common features, there are serious differences between them, which makes special training in the two ways of reading necessary. Although most people read silently, reading aloud often acts as phonetic exercise, as an indirect indicator of formed™ speaking. It is not for nothing that M. West called reading aloud “prompted oral speech” (see: West M.R., 1960).

The oppositions “analytical - synthetic” reading are 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 reading of 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 - fluent, superficial reading (see: Hegboldt P., 1963).

G. Westhof connects the difference in these types of reading with the speed of reading, volume and importance of texts (“important texts are read intensively, unimportant texts are read 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: Folom-kina S.K., 1987).

S.K. Folomkin’s classification was based on the practical needs of readers: viewing story, article or book, familiarization with content, activity search necessary information, detailed studying, if necessary, language and content. Each type of reading is therefore associated with the solution of certain communicative tasks.

The purpose of education in schools of different types is three types of reading: introductory, search and studying 4.

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

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 general/global understanding (see: Foreign Language Teaching Program..., 2000).

Search reading is associated with finding in the text specific information necessary for the reader: definitions, conclusions, factual data, regional information, etc. The text can be read in whole or in part if the student knows where the information he is interested in is located.

Exploratory 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 an attitude towards long-term memorization, resorts to repeated reading, translation, and sometimes to written recording of the content, delving deeper into the essence of the communicative situation.

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