PROBLEMS OF DEVELOPING READING SKILLS IN SECONDARY SCHOOL

Abstract

The article addresses the development of reading skills as a crucial direction in language teaching methodology. Reading is defined as a complex communicative interaction between the reader and the text, requiring comprehensive knowledge and deep language proficiency. It is demonstrated that the goals of developing reading skills change in accordance with societal development, and the requirements for reading—including types, complexity, and volume of texts—evolve in foreign language teaching, including Kazakh. Research confirms that the language learning process should encompass all types of speech activities: listening, speaking, writing, and reading. However, reading is often methodologically undervalued and receives less attention compared to productive speech forms. Meanwhile, methodologists such as I.A. Gruzinskaya, O.I. Koval, and A.A. Mirolubov regard reading as an essential tool for developing and monitoring speech and language skills. The role of mastering reading techniques, synthetic and analytic reading types, and phonetic regularities in reading skill formation is substantiated.

The significance of reading for vocabulary expansion, grammar, and writing skills, as well as its function as a tool for studying language and culture and serving informational and educational purposes, is highlighted. It is emphasized that learners’ knowledge levels, needs, and interests must be considered when selecting reading texts. Additionally, the systematic organization of pre- and post-reading tasks, along with strategies for developing comprehension skills—prediction, visualization, connection, questioning, clarification, summarization, and evaluation—are noted as essential for enhancing reading effectiveness.

The communicative approach is identified as a fundamental condition for developing reading skills and achieving the ultimate goal of language communication. Thus, mastering reading is presented as an integrative process aimed at improving vocabulary, grammar, speech activities, and the perception and processing of information. The article provides scientific conclusions and methodological recommendations for reading skill development and highlights the need for further research in this field.