SHAPING SKILLS OF THOUGHTFUL READING IN 7TH – 9TH GRADE STUDENTS: MODERN CHALLENGES AND THEIR RESOLUTION

Abstract

Reading plays a pivotal role in the process of foreign language learning. It not only fosters acquisition of linguistic material but also contributes to the development of comprehensive foreign-language communicative competence. Despite its seemingly “passive” nature, reading calls for active mental involvement, combining processes such as recognizing linguistic units, predicting,
interpreting, and evaluating information. It serves as an effective tool for assimilation of grammar and vocabulary, expands lexical resources, builds skills for working with various types of discourse, and promotes integration of all forms of linguistic activity. Reading also has a powerful motivational potential: it stimulates cognitive engagement, develops critical thinking and independent work skills, as well as contributes to shaping intercultural competence.
Modern research, particularly the results of PISA monitoring conducted by the OECD, indicates a decline in reading literacy levels, largely due to the influence of the digital environment and the displacement of written texts by visual and multimedia formats. This underscores the need for specialized training in reading strategies to help students navigate texts of different genres and complexity levels. Such strategies include skimming, scanning, intensive and critical reading. Nevertheless, author insists that prior to shaping each of these strategies a key tool in shaping skills of thoughtful reading should be “reciprocal teaching”, a technique based on four core skills: predicting, questioning, clarifying, and summarizing. Its use enhances metacognitive strategies, develops the ability to analyze and structure information, and fosters social interaction skills through structured educational dialogue.
Author emphasizes that effectiveness of shaping reading competence depends on the students’ level of so-called “vocabulary readiness”. An insufficient vocabulary can hinder the application of strategies and lower motivation, whereas targeted work with texts of various genres ensures a gradual increase in linguistic resources.
Overall, reading activity serves not only as a means of acquiring linguistic knowledge but also as a gateway to developing general educational and intercultural competences essential for successful integration into the modern information space.