DEVELOPMENT OF READING COMPETENCE OF HIGHER PEDAGOGICAL EDUCATION STUDENTS IN THE CONTEXT OF DIGITALISATION

Abstract

Nowadays the competitiveness of each individual in the labor market depends on the ability to master new technologies and productively assimilate large amounts of information, transform them into «personal» knowledge and actively use them to solve various tasks in professional activities. It is emphasized that, according to the results of the international PISA-2022 study, reading competence among adolescents in our country is low, so one of the main tasks of modern educational institutions at all levels is not only to provide students with knowledge, but also to develop the skills of finding the necessary information among a large number of sources.

It is proved that only a teacher who has his/her own formed and highly developed reading competence can form students’ reading competence. It has been found that reading competence is an integrated quality of a personality characterized by certain competences (personal and value; educational and cognitive; information and communication). The following components of reading competence are allocated: cognitive, operational, reflective, motivational, communicative, educational, informational.

In the article innovative forms of text study (keyword-based reading; note-taking; reviewing the readings; competence reading; surface reading; analytical reading; productive reading; contextual reading) that contribute to the formation and development of reading competence are analyzed.

It is noted that in the course of educational activities, teachers of higher education institutions form and develop a strong interest for reading in students of higher pedagogical education, teach them the methods of reading competence, in particular the quality of reading retention, which provides an opportunity to solve educational, social and professional tasks adequately to situations in the broad social interaction of their educational and future professional activities.