This article presents the results of a study aimed at substantiating the effectiveness of a differentiated approach to developing primary schoolchildren’s reading skills. The proposed approach involves the use of a system of differentiated tasks built around three key components of reading activity: motivational, operational-activity, and assessment. The article describes the principles of constructing the system and the specifics of the tasks, which contribute to the development of self-control and self-assessment skills in primary schoolchildren.
P. Kravtsova (Mon,) studied this question.