Reader's literacy as a type of a younger student’s functional literacy

Abstract

The article actualizes the problem of the development of reader’s literacy as an individual's ability to ensure the successful socialization of a junior schoolchild due to the skills of semantic reading and the ability to extract the necessary information for its further transformation in accordance with a particular task. The conceptual and terminological analysis of the concept of “reader's literacy” is carried out in the context of the historical aspect and the generic concept of “functional literacy”. The results of the analysis allowed the authors to determine their approach to the formulations of the basic concepts “literacy” and “functional literacy”. The authors determine the relationship of this concept with the concept of reader’s literacy as generic and specific, specifying that functional literacy is a systemic phenomenon containing two blocks of subsystems in its structure – integrative and subject. Reader’s literacy is included in the subject block. The study of the interpretations of the concept of “reader's literacy” in relation to school students allowed the authors not only to demonstrate their approach to the definition of this concept in relation to primary school age but also to highlight its main features. The final stage of the study was the definition of the structure of read’s literacy of junior schoolchildren which includes three components: motivational (the desire to master the basics of reading activity for the successful completion of cognitive tasks); 2) cognitive (a set of knowledge that allows you to carry out reading activities); 3) activity-practical (a set of skills that ensure the success of reading activity).