Formation of the reading comprehension skill in primary school students by visualization

Abstract

This article describe the problem of shaping scrupulous reading comprehension in primary school students through visualisation tools and identifies its key factors. The scientific psychological and pedagogical and methodological literature, the current legal framework of primary education in Ukraine, educational experience of the research problems of foreign and domestic teachers, the results of the PISA research were analyzed. Foreign theories of interpretation of the term “reading comprehension” are reviewed and our own understanding of the essence of the concept is suggested on their basis. Presents its own classification of modern visualisation tools. It describes the author’s organizational and methodological model of shaping reading comprehension by visualization means, as well as the work done by the author on shaping of scrupulous reading comprehension by visualization means among primary school students. The research involved a set of theoretical (analysis of scientific literature, legal framework, synthesis, generalisation, systematization) and empirical methods (expert assessment, modelling; questionnaires, interviews, monitoring of the educational process, method of mathematical statistics).