A Differentiated Approach When Working with Children’s Books

Abstract

The article discusses the problem of a differentiated approach in literary reading lessons, used to improve the reading activity of children of primary school age when working with a book. Examples of classes are given, as well as types of tasks for children with different levels of training. Differentiated tasks for different groups of readers maintain a high level of educational motivation for primary schoolchildren, helping each child to feel successful, extract information in each lesson and draw conclusions from the text read by solving educational problems.