The aim of the article is to describe the principles of cloud technology and the scope of its use at a lesson of the Russian language in a polylingual class. Following the analysis of scientific and methodological literature on digital education, new technologies are suggested which have been introduced in a new type of handbook – a course navigator. The authors present a model to construct a course «Theatrical readings» for primary and secondary schoolchildren. The methodical constructor is oriented not only on reading as a kind of speech activity but also on material visualization and audio perception. The system of tasks reflects the specific nature of teaching Russian by means of fiction texts, teaching reading strategies and fiction understanding with the application of differential, problem search methods of teaching. When constructing the educational navigator the resources of the Google Network were used, which is a useful instrument for a teacher of Russian. This service allows for a favorable combination of various forms of tasks which form a motivation for cognitive activity. The article concludes that cloud technology as an element of digital learning in the modern educational process should emerge as a set of teaching tools to create methodical products contributing to the effective study of Russian linguistic culture.

The article is based on the idea of invariance of texts belonging to different functional styles. This concept allows the text to be treated as an interdisciplinary object of cognition. The system of assignments at interdisciplinary (transdisciplinary) lessons is offered which helps to keep intact the intellectual integrity of the learners’ world perception. The article presents tasks of the introductory course for high school students preceding modular intersubject programs on the development of functional literacy. A special accent is made on the formation of the skills to contextualize knowledge in the process of semantic reading, development of cognitive flexibility, understanding of the metaphoric language of science. The material is in conformity with the new forms of final attestation.

The aim of this article is to present interactive teaching methods and techniques for teaching how to write a compressed rendering with a creative task of changing the given text into a training scientific article. This involves not only text compression but also its stylistic transformation: change of the addressee, choice of language functions, genre, type of speech, linguistic devices. The following methods were used: methodological experience interpretation in accordance with culturally oriented Russian language teaching, text analysis method, observation methods, visual methods, source text thematics analysis and analysis of rendering tasks given to school leavers at the state examination, analysis of tasks for extracurricular activity (general cultural sphere). The results of the research were presented in the form of a handbook for an extracurricular lesson scenario «Pushkin as a Reformer of the Russian Literary Language». The aim of this lesson was to acquaint learners with the features of the historical development of the Russian literary language as a structured system, as well as to increase their awareness of the scientific style. New conditions and types of activity contribute to a better integration of new information with background knowledge and to the acquisition of skills of text compression, which can foster a more productive preparation of high school leavers for the final certification and for further educational activity.

The history of the appearance and development of the concepts of dyslexia, dysgraphia and inclusion is considered in the article. The research methods are the method of critical interpretation, the method of conceptualization, the observational method. The terms of dyslexia and dysgraphia attracted the doctor’s attention in the Late 19th – Early 20th Century. An explanation of their causes focused on medical aspects (ophthalmological factors, brain asymmetry, etc.). Linguistic and social argumentations of these deviations have appeared in the 1970s. The number of students with difficulties in reading and writing in the world is quite large and amounts to at least 10% of the total world population. In the 1980–1990s, the question arose of the stages of the such student’s integration in the general educational process. The three pedagogical models were used in were used in education throughout the 20th century: segregation, integration and inclusion. Although the inclusion assumes the equal participation of all children, without exception, in the educational process, nevertheless there is no consensus on the widespread of this model in education among the students’ parents and pedagogical community.

The article discusses mechanisms of various kinds of disorthography (conditioned by the underdevelopment of morphological, phonemic and graphical bases of orthographic activity) in schoolchildren with general speech underdevelopment. It offers basic methodology and techniques to correct disorthography conditioned by inadequate child acquisition of phonemic, traditional principles of orthography and principles of graphics. A systematic work on the development of psychological and language components of this type of learning activity coupled with oral speech disorder overcoming facilitates successful acquisition of program requirements by such children. The following methods were used: practical (exercises, modelling, construction, schematization, games), visual (observation, image study, image and practical activity results demonstration, stimulus material demonstration), verbal methods (conversation, narration, method of language analysis and synthesis, grammar and orthographic tasks solution). The article covers the results of many years of positive experience in the correction of various types of disorthography of primary schoolchildren with general speech underdevelopment. Formation of grammatical and orthographic activity, the basics of speech and language competences, Russian language academic performance increase are prerequisites of linguistic personality development and child self-development. The practical importance of the research lies in the development and testing of methods of disorthography correction of children with general speech underdevelopment. The given methodology helps to improve their spelling skills and allows to carry out a purposeful and controlled formation of spelling activity. The results can be used in the work of speech therapy centers and educational establishments which carry out inclusive students’ education.

The article presents an analysis of control and measurement materials of the final (oral) Russian language interview. The aim of the analysis was to determine comprehensibility of the tasks of control and measurement materials for students with special needs. The following analytical methods were used: retrospective analysis of scientific literature, content analysis of periodicals and conference proceedings on the problem of the research; practical methods (actualization of personal work experience in the system of special education). The structure of control and measurement materials of the final (oral) interview designed for children with special needs consists of two parts with two tasks in each part. It is concluded that, in the formulation of the tasks, it is necessary to take into account the principles of special methodology. This methodology stipulates targeting of the tasks considering special needs of learners with sensory disorders, serious speech disorders, physical-movement disabilities, delayed psychological development and autism spectrum disorders. The tasks require an assessment scale of their own. It is evident that the ideas of the article can be used in the design of the variants of the final (oral) interview adapted to the special educational needs of each category of learners with disabilities.

The article deals with cognitive and semantic organization of Vs. V. Ivanov’s story «By the Old Road to Smolensk» («Bliz Staroi Smolenskoi Dorogi») in historical, cultural, poetical and ontological aspects. The constructive function of the subtext with its plot-building potential is revealed. The aim of the research is to disclose subtextual scopes of meaning and semantics on the motive and imagery; architectonical and compositional; idea and philosophy levels of the text. With this aim the structural and typological method of investigating literary phenomena was used along with the elements of hermeneutical, stylistic analysis of literary prose in its syntagmatics and paradigmatics. Vs. V. Ivanov’s story devoted to the anniversary of the Battle of Borodino and written in the years of the Great Patriotic War gives implicit parallels between the events fateful for the Russian history, presents a national image of the world and conceptualizes the notion of an individual private history with its close connection with world history. The author’s attention is focused on the image of a Russian peasant woman who accumulated the archetypical features of Mother Earth and Motherland having renounced all her family for the sake of the victory. Comprehension of severe hardships of Homeland is given though her understanding of war and peace. But the image of the old woman – Agrippina Caryina – and her life drama in Vs. V. Ivanov’s story is represented through the eyes of Vasily Andreyevich Zhukovsky who impersonated the author’s mind. The conflict/dialogue of two different life worlds shapes the inner plot of the story realized in the subtext, which helps the author to comprehend the life and fate of the heroine. The subtext being a constructive means of the story plot building enables the artist to transfer the real thoughts of the heroine, the tragedy and feat of her family in the Battle of Borodino, which she does not directly speak about, but which are clear to the «enlightened» interlocutor.

The article presents an analysis of three poems about war («The Tale of Our Lady and Russian Soldiers» («Slovo o Bogoroditse i Russkih Soldatah»), «The Attack» («Ataka»), «The Forties» («Sorokovye»)) written by D. Samoylov in different periods of his creative activity. On the basis of the existing research of the creative work of the famous poet of the 20th century, a multilevel characteristic of his war lyrics is given. The aim of the article is to characterize the specific features of the poetic language of such an original author by means of a lingvo-stylistic analysis of D. Samoilov’s poems, to reveal the richness and diversity of his artistic manner. The following research methods were used: analytical reading, comparative analysis, ontological method, a multilevel analysis of poetry. The author accentuates reminiscences in D. Samoilov’s war poetry, the contrast and contrast means, repetition as an artistic device, paronomasia in the stylistic mixture of linguistic means belonging to different levels. A multidimensional poet’s approach to the theme of the war is the conclusion of the article.

The article is devoted to the analysis and interpretation of A. Tvardovsky’s poem «I Was Killed Near Rzhev» («Ya Ubit podo Rzhevom») in the unity of its form and content. The analysis was carried out using the methods of prosody and text philological analysis, techniques of decoding stylistics, text reading «under the linguistic microscope», commentary, rhetorical analysis. The authors come to the conclusion that the imagery stylistic system of the poem is based on the affective contradiction – a collision of despair connected with an atheistic understanding of death as a total destruction of an individual and craving for faith. Polyphony and polysemantics of the poem’s text, a repeated change of communicative and rhythmic registers against the background of the author’s image integrity personified in the poem are viewed upon as iconic signs transmitting the idea of conciliarism of the Russian people as an integrated-divided unity.

An outstanding linguist V. F. Ivanova is represented in the article from different aspects – as a scientist, teacher, lecturer, the initiator of teaching manuals publication, a member of the editorial board of the journal «Russian Language at School». The article describes the life and creative activity of the scientist, the contribution of V. F. Ivanova’s works into the development of various branches of linguistics, with the writing theory, graphics and orthography coming first. A detailed analysis reveals the importance of V. F. Ivanova’s research materials for the development of the general writing theory and the theory of Russian orthography, their role in the study of the history and principles of Russian graphics and orthography and in the graphical systems of other languages of the peoples of Russia. The theory of writing presented in V. F. Ivanova’s works is compared in the article with the views of other scientists belonging to Petersburg phonological school. The author proves that the basic issues of the theory of writing, the notions of graphics and especially orthography presented in V. F. Ivanova’s works are of exceptional importance for the development of the Cyrillic writing systems of the peoples of Russia.

The article analyses some aspects of lexicographic activity of L. V. Scherba: it examines his contribution into the development of the theory of lexicography, gives a survey of the dictionaries compiled with his participation in the 1920s–30s of the XX century, introduces to the scientific community some little-known facts of his lexicographic activity of the period. In addition to a general scientific overview of special literature and the analysis of his «Dictionary of the Russian Language», the article presents facts of the archival documents from Saint Petersburg branch of the Archive of the Russian Academy of Sciences. The article deals with such unknown or little-known facts as L. V. Schera’s personal participation in the 1920s–30s in a number of lexicographic projects in Moscow and Leningrad: he took part in the compilation of «Lenin’s» dictionary of the Russian language, made in Moscow, A. S. Griboyedov’s «Woe from Wit» dictionary. A special page in the history of L. V. Scherba’s lexicographic activity became his work as a member of the Dictionary commission of the Academy of Sciences, his being an editor of a number of issues of the «Dictionary of the Russian Language» under the general edition of A. A. Shahmatov, and also compilation of the IX volume of the «Dictionary of the Russian Language» edited by N. S. Derzhavin. The article gives a brief analysis of the materials of the only published first issue («И – Идеализироваться») of this volume. The article summarizes important and topical for the theory of lexicography L. V. Sherba’s observations and statements resulting from his considerable practical dictionary making work. The article gives a brief account of concrete lexicographic material testifying for a very high level of the scientist’s lexicographic work.

The article deals with the questions of syncretism in lexical semantics of words belonging to different parts of speech in two aspects: the syncretism of properties of lexical meanings and the syncretism of lexical meanings. Three types of nomination meanings are singled out: 1) nomination meaning oriented on either a person or an animal, or an object (nomination of one denotative area); 2) evaluative meaning which is simultaneously oriented on a person, animal and an object (characterizing three denotative areas); nomination evaluative meaning oriented on one denotative area naming and characterizing it at the same time. The article provides examples of the syncretism of direct and metonymic, several metonymic, direct and metaphoric, metonymic and metaphoric meanings. Theoretical issues are illustrated by examples from fiction. The author’ observations are focused both on general theoretical issues of semantics and on the practice of teaching vocabulary at schools or institutes of higher education.

The article describes the history and function of etymologically different geographic names known in modern Russian toponymy in several forms. Reasons for the appearance of doublet toponyms are revealed. The author offers their classification and analyzes methods of their lexicographic interpretation in encyclopedic and toponymic literature where different means of differentiation of basic and additional forms of doublet toponyms are used.