Improving students’ reading comprehension. Content Introduction Chapter 1: Theoretical foundations of the formation of reading skills in primary school Main body

Chapter 1: Theoretical foundations for the formation of reading skills in elementary school.
1.1. Psychological and pedagogical features of the formation of reading skills.
The humanization of education and the focus of the school on the development of the personality set before the initial link the problems of developing students ' interest in reading, strong skills in meaningful reading, elementary literary and moral and aesthetic development, and the formation of reading as an interdisciplinary skill [Omorokova, 1990: 6].
Why do some students not understand the meaning of the text, especially in the process of reading silently, read slowly, with residual external speech movements , and their reading aloud is technically imperfect, inexpressive? There are a number of reasons, including social ones - a general decline in interest in learning, an abundance of sources of information other than reading, etc. However, the main reason for this phenomenon should still be recognized as the imperfection of teaching reading, the lack of a system for the purposeful formation of the reading activity of schoolchildren [Omorokova, 1990: 3].
In the definition of reading, we meet with two opinions: some see it primarily as a system of automated actions, while others approach reading from the point of view of those mental operations that are involved in this process. In order to understand the text, it is necessary to master the technique of reading. The complex process of reading can only be understood taking into account both of these aspects - the technique of reading and understanding the text [Egorov, 1953: 3].
The modern methodology understands the skill of reading as an automated skill for voicing printed text, which involves understanding the idea of a perceived work and developing one's own attitude to what is being read. In turn, such reading activity involves the ability to think about the text before reading, during reading and after reading (N.N. Svetlovskaya ). It is this kind of "thoughtful reading", based on the perfect reading skill, that becomes a means of familiarizing the child with the cultural tradition, immersing himself in the world of literature, and developing his personality. At the same time, it is important to remember that the skill of reading is the key to successful learning both in primary and secondary schools, as well as a reliable means of orientation in the powerful flow of information that a modern person has to face [ Lvov, 2000: 120 ].