MEANINGFUL READING AS AN EFFECTIVE WAY OF FORMING FUNCTIONAL LITERACY IN PRIMARY SCHOOL STUDENTS

Abstract

The article examines meaningful reading as an effective way of forming functional literacy in primary school 
students. The relevance of the study is determined by the fact that modern primary education should develop not only 
reading technique, but also the ability to understand, interpret, evaluate and apply textual information in learning and 
everyday situations. The purpose of the article is to reveal the pedagogical potential of meaningful reading and to define 
the methodological conditions for its use in primary school lessons. The study applies theoretical analysis of scientific 
and pedagogical literature, review of normative documents, systematization of methodological experience and 
pedagogical modeling. As a result, the levels of text comprehension are clarified, and effective techniques for 
pre-reading, while-reading and post-reading activities are described. The article concludes that systematic work with 
texts develops cognitive independence, critical thinking, communication skills and the readiness of younger students to 
apply knowledge in practice. 
Meaningful reading is therefore considered a key tool for developing reading literacy as the basis of functional 
literacy.