Reading literacy of Russian primary schoolchildren: achievements and problems
It is extremely important to search for the answer to the question of how to organize the educational process so that the work on reading literacy would still be effective in the ever changing social and pedagogical conditions. But it is almost impossible to do it without the feedback given by regularly conducted studies. Russia participates in the PIRLS study and Russian primary school graduates are the leaders. Besides that, it is highly important to conduct national studies that consider the specific character of the Russian approach to the development of reading literacy as a meta-subject result and allow more possibilities to detect the existing problems. The article presents the results of the primary school graduates reading literacy study in one of the regions of the Russian Federation. The study emphasizes the assessment of the ability to use the information retrieved from the text in order to solve educational and practical tasks. The results showed that in general primary school graduates successfully handle with information presented in different forms and are able to consider generalized facts or facts combined by students themselves when answering the questions. The main difficulties that students face are related to inaccurate perception of information contained in the text and incorrectness of conclusions drawn and inability to alter the existing knowledge on the ground of facts obtained after reading the text. The data obtained in the study serve as the ground for making decisions on the necessary changes in the literacy improvement methods.