Science and world

ISSN 2308-4804. Science and world. 2020. № 5 (81). Vol. II.
39 
PIRLS – how students read and understand texts. It will test how students can read and understand texts. Why 
is this needed? Firstly, participation in international studies helps to fairly objectively assess the level of education and 
compare it with other countries. Secondly, if the study is conducted at the international level, this means that the most 
modern monitoring technologies are used to assess the level of education. The study involved children who graduate 
from primary school, that is, fourth graders. It is believed that it is at this point that the students are so developing their 
reading and working skills with the text that they become the basis for studying in high and high school. PIRLS runs in 
cycles – once every five years. In PIRLS at different times participated from 35 to 50 countries. 
PIRLS (Progress in International Reading Literacy Study) evaluates two types of reading: reading for acquiring 
reader literary experience; reading to learn and use information. 
For testing, students are given two texts: popular science (information) and fiction. After reading, children 
should answer a few questions for each. Questions to the texts evaluate four skills: find information; formulate conclu-
sions; interpretation and synthesis of information; analysis and assessment of the content, language features and struc-
ture of the text. 
It is clear that the educational system and the school curriculum can vary greatly from country to country. 
Therefore, the main task of the organizers of such studies is to ensure that the results in different countries are compara-
ble among themselves. For example, in most countries, children begin to study at the age of six, but in England and 
New Zealand education begins at five, so students from the fifth grade, and not from the fourth, take part in the project. 
The average age of children who check the quality of reading and understanding of the text is 10.5 years. But 
in the countries of Eastern Europe, children begin to study at the age of seven; therefore they are on average 10.7 -10.9 
years old. Properly selected and skillfully included in the system used by the teacher methods and organizational forms 
of teaching didactic tools facilitate the implementation of the principle of visibility. Thanks to this, they not only im-
prove the conditions for direct cognition of reality by students, but also provide material in the form of impressions and 
observations, on which indirect knowledge, mental activity, and also various types of practical activity are based. If in 
the learning process at the lessons of literary reading in the elementary grades the necessary methods and means are 
used to attract the attention of students, this will significantly increase the effectiveness of training. In the process of 
reading, the reader through the text enters into communication with another subject, the author of the text. The nature of 
the perception of the content of the text is also affected by the content of many substructures of the reader’s personality. 
This is especially true of the reader’s orientation, understood as a system of relations that determines the selectivity and 
activity of a person in her reading behavior, communication, and activity. The reader’s consciousness of the personality 
is revealed by the nature and features of the content of the reader’s orientation. 
The reader develops in reader activity as a subject, personality, individual in dialogical interaction with other 
subjects in a particular society directly and indirectly. The selection of reader activity as the basic content of elementary 
literary education emphasizes the specificity of the lesson of literary reading in comparison with other subjects in ele-
mentary school (Russian, mathematics, the environment, etc.), in which children are taught not a knowledge system, but 
an activity, i.e. . skills, universal educational actions, methods of activity, etc. In other words, the elementary school 
forms a qualified reader in the child who, in relation to literary texts, perceives the work of art adequately, likes to re-
read and reflect on what he read (before reading, during reading, after reading), and responds both to the eventual side 
of the text and to art form, has a developed, active imagination, receives aesthetic pleasure from communicating with 
art; and in relation to informational texts, he understands and extracts the necessary information from the text, combines 
the readings, transmits the information fully, briefly, selectively, uses the information received for his own purposes. 
Based on the foregoing, readership is a focused process of comprehension and development of books, which 
consists of three steps: “before reading”, the process of reading, “after reading”. Reader activity is manifested in the 
persistent need to turn to books, in the conscious choice of material for reading, in the ability to effectively apply ac-
quired knowledge, skills and abilities in the process of reading. An integral part of the educational process in the school 
is the organization of classes in the areas of extracurricular activities. Extracurricular activities make it possible to fully 
implement the requirements of the educational standard, as it has some advantages over educational activities in the 
framework of lessons: it is organized on a voluntary basis and has great potential for organizing various types of activi-
ties, making it possible to use traditional and innovative forms and working methods. 
Extracurricular work in literature is an essential part of the work of introducing children to literature as the art 
of words, awakening children's interest in verbal creativity and reading artwork, developing a reading technique and 
techniques for understanding the text, thereby helping students to better absorb program material, increase their overall 
language culture. It is the extracurricular activities of children with a book that can shape them as literate, qualified 
readers, who are able to independently choose and read books, learn the content of what they read, since when organiz-
ing it, you can take into account the individual interests and preferences of children, maintain and improve their reading 
motivation. 

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