A model for developing reading competence in primary schoolchildren in the process of teaching English

Introduction . In the context of globalization and digitalization of society, developing reading comprehension in primary schoolchildren is of particular importance. However, traditional methods of teaching reading in a foreign language are often ineffective, leading to a gap between technical reading skills and the ability to understand and interpret text. The relevance of the research stems from the need to develop a scientifically sound model that would ensure the comprehensive development of reading comprehension, taking into account the age-related characteristics of schoolchildren. The materials and methods. The research utilized theoretical methods (analysis of psychological, pedagogical, and methodological literature, systematization, and modeling) and empirical methods (pedagogical experiment, testing, observation, questionnaires, and analysis of educational products). The results. The concept of «reading comprehension» has been clarified as applied to primary schoolchildren learning English and identifying its structural components. The model for developing reading competence, including target-based, content-based, organizational-activity-based, and evaluative-performance-based blocks have been developed and tested; the effectiveness of the proposed model has been experimentally proved. Discussion and Conclusion. The proposed model for developing reading competence in primary schoolchildren during English language learning represents a comprehensive system based on the integration of a strategic approach and the Phonics methodology. Implementation of the model ensures: development of technical reading skills through systematic work with sound-letter correspondences; development of semantic reading skills using pre-text, text, and post-text strategies; and increased student motivation through the use of authentic materials, games, and project-based work.