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THE ROLE OF THE TEACHER IN IMPROVING READING LITERACY
Abdu asulo a Jasmina Kah amono na
Sama kand S a e Pedagogical Ins i u e,
Facul y o Pedagogy, s uden o he P ima y Educa ion Depa men .
h ps://doi.o g/10.5281/zenodo.17310000
Abs ac . This a icle analyzes he essence o de eloping eading li e acy in p ima y
educa ion, i s impac on lea ning quali y, and he pedagogical ole o he eache in his p ocess.
Reading li e acy is explained as he ounda ion o mode n educa ion. The s udy
scien i ically subs an ia es he impo ance o he eache ’s p o essional skills, me hodological
app oaches, and he e ec i eness o inno a i e me hods and echnologies ha ensu e s uden s’
ac i e pa icipa ion in lea ning.
Keywo ds: eading li e acy, p ima y educa ion, pedagogical compe ence, in e ac i e
me hods, lea ning ac i i y, inno a i e echnologies.
РОЛЬ УЧИТЕЛЯ В ПОВЫШЕНИИ ЧИТАТЕЛЬСКОЙ ГРАМОТНОСТИ
Аннотация. В статье анализируется сущность развития читательской
грамотности в начальном образовании, её влияние на качество обучения и педагогическая
роль учителя в этом процессе. Читательская грамотность рассматривается как основа
современного образования. В исследовании научно обоснована важность
профессионального мастерства учителя, методических подходов, а также
эффективность инновационных методов и технологий, обеспечивающих активное
участие учащихся в обучении.
Ключевые слова: читательская грамотность, начальное образование,
педагогическая компетентность, интерактивные методы, учебная деятельность,
инновационные технологии.
In he con ex o he mode niza ion o he educa ion sys em, enhancing s uden s’ eading
li e acy and de eloping hei independen hinking and analy ical abili ies ha e become one o
he p io i y di ec ions o pedagogy. Reading li e acy e e s o he abili y o an indi idual o
unde s and a ex , iden i y i s main idea, d aw conclusions, and exp ess pe sonal opinions
cohe en ly. These skills a e c ucial o inc easing s uden s’ in ellec ual capaci y and o shaping
hem in o socially ac i e indi iduals.
P ima y educa ion se es as he ounda ion o a s uden ’s en i e lea ning jou ney.
The e o e, he eache ’s pedagogical app oach, class oom managemen s yle, and
me hodological p o iciency du ing his pe iod a e decisi e ac o s in de e mining he le el o
eading li e acy. The eache mus c ea e a posi i e a i ude owa d eading, encou age analy ical
hinking, and os e he abili y o gain sa is ac ion om eading and lea ning.
Reading li e acy is a mul i ace ed pedagogical concep encompassing he abili y o ead,
comp ehend, analyze, communica e, and exp ess hough s bo h o ally and in w i ing. In global
educa ional p ac ice, eading li e acy is conside ed one o he key indica o s o educa ional
e ec i eness. Fo ins ance, he PISA in e na ional assessmen p og am measu es s uden s’
abili y o wo k wi h ex s, ex ac he main idea, hink c i ically, and jus i y opinions,
highligh ing he need o s a egic eaching app oaches in eading ins uc ion.
The p ima y goal o an elemen a y eache is o s imula e s uden s’ in e es in eading and
o o ganize he lea ning p ocess in an engaging and pa icipa o y manne . Ac i i ies such as ex
analysis, ques ion-and-answe sessions, logical easoning, and cha ac e analysis con ibu e o
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s eng hening s uden s’ eading skills. Mo eo e , he eache mus conside s uden s’ indi idual
psychological cha ac e is ics, le els o speech de elopmen , and a en ion span in he eaching
p ocess. The social and cul u al en i onmen also plays a signi ican ole in de eloping eading
li e acy. The eache should es ablish close coope a ion wi h pa en s, p omo e amily eading
cul u e, and engage hem in os e ing a posi i e a i ude owa d eading among child en.
The p o essional compe ence o he eache is a decisi e ac o in imp o ing eading
li e acy.
Inspi ing each s uden ’s in e es in eading, o ganizing analy ical wo k wi h ex s, and
c ea ing a communica i e class oom en i onmen depend di ec ly on he eache ’s pedagogical
knowledge and pe sonal compe encies. Mode n eache s widely employ in e ac i e eaching
me hods such as “B ains o ming,” “Inse ,” “Clus e ,” “Fishbone,” “Venn Diag am,” and
“Cube.”
These s a egies ac i a e s uden s’ hinking p ocesses and each hem o comp ehend and
analyze ex s. Thei e ec i eness lies in ans o ming s uden s om passi e lis ene s in o ac i e
pa icipan s, c ea ing an in e ac i e lea ning en i onmen ha os e s engagemen and
unde s anding.
Teache s should also p omo e independen eading by encou aging s uden s o keep
eading jou nals, isi lib a ies, and pa icipa e in eading ci cles o li e a y discussions. Such
p ac ices cul i a e a deepe in e es in books, de elop in e p e a i e abili ies, and nu u e
aes he ic and mo al app ecia ion o li e a u e.
Inco po a ing inno a i e app oaches in o he educa ional p ocess is one o he key ac o s
in enhancing eading li e acy. The use o elec onic ex books, audiobooks, mul imedia
p esen a ions, and in e ac i e lea ning pla o ms cap u es s uden s’ a en ion and en iches he
eading expe ience h ough isual and audi o y channels.
Wi h digi al echnologies, s uden s can lis en o, e ell, and analyze ex s, as well as
iden i y main ideas and exp ess opinions con iden ly. A he same ime, eache s guide s uden s
in selec ing, e alua ing, and pu pose ully using in o ma ion. Inno a i e echnologies also make
i possible o indi idualize lea ning.
The eache plays a cen al ole in imp o ing eading li e acy. As he key igu e in he
educa ional p ocess, he eache engages s uden s in eading, helps hem de i e joy om he
p ocess, and de elops hei analy ical and independen hinking skills. The eache ’s p o essional
compe ence, me hodological p epa edness, pedagogical cul u e, and e ec i e use o inno a i e
app oaches a e decisi e ac o s in de e mining he le el o eading li e acy. Reading li e acy is
no me ely he abili y o ead and w i e bu he capaci y o comp ehend, analyze, and apply
in o ma ion in eal-li e con ex s. The e o e, he p ima y school eache ’s ask is o nu u e
s uden s’ cu iosi y, independence, and lo e o eading. A lea ning en i onmen based on us ,
coope a ion, and c ea i i y be ween he eache and he lea ne p o ides he mos a o able
condi ions o de eloping eading li e acy e ec i ely. Consequen ly, eading li e acy de elops o
a quali a i ely highe le el h ough echnology-enhanced lea ning en i onmen s.
REFERANCES
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