Psychological and Pedagogical Conditions for the Formation of Functional Literacy among Primary Schoolchildren

Abstract

The article touches upon the issue that the process of functional literacy formation should be carried out in ac-cordance with the age specifics of primary school children’s development, namely, taking into account their interest in research activities, social interaction, etc. In order to confirm the presented theoretical provisions, an experimental study was conducted on the basis of primary classes of a comprehensive school. The experiment is based on the assumption that the creation of special psychological and pedagogical conditions has a posi-tive effect on the level of formation of students’ functional literacy. Among the psychological and pedagogical conditions for the formation of primary schoolchildren functional literacy are highlighted: equipping the educa-tional space with special visual materials; conducting speed reading training; use of non-standard texts for reading (posters, instructions, etc.); carrying out field research in real world conditions, etc. The obtained results of the experimental activity confirm the hypothesis put forward and substantiate the necessity of using methods for modeling situations, that are as close to real life as possible, in the educational process.