Specific features of teaching digital reading to school students in the context of culture-oriented linguistic methodology

Abstract

Teaching reading to schoolchildren as a speech activity type has traditionally been one of the most important goals of education. In the 21st century, the need to develop school students’ ability to read digitally has increased. This is due to several differences between digital and traditional reading. Another reason is the increased importance of electronic text and hypertext as one of the main information sources. This study aims to identify the distinctive features of teaching digital reading to schoolchildren in the context of culture-oriented linguistic methodology. Using analysis, comparison, and generalisation of research results, it was established that mastering strategies for working with traditional texts should precede learning to read electronic hypertext. It is important to develop students’ ability to select and implement various digital reading strategies depending on the reading purpose. School students’ ability to distinguish reliable and relevant information from false and irrelevant, to reason, and draw conclusions is significant to effectively work with electronic hypertext. The paper suggests that teaching digital reading to schoolchildren in the context of culture forms students’ worldview attitudes and value-based orientations which ensure awareness that their ability to effectively work with electronic hypertext is significant. Moreover, digital reading instruction facilitates speech knowledge and skill formation. The article proposes specific techniques and forms of organising digital reading instruction of school students. In addition, it provides examples of assignments that can be used to develop the skills of searching, analysing information in hypotexts and hypertext, establishing cause-and-effect relationships, building logical chains, formulating conclusions, interpreting what has been read, and systematising information.