Functional Literacy of High School Students-Working With Text: Opportunities for Applying Educational Skills in Self-Cognition Classes

Abstract

It is considered the reading literacy of high school students in the article, which can be developed
through self-cognition classes. Currently, reading literacy is more considered in language and literature
courses. The skills of working with text and electronic text are important for the modern student. It is
evaluated in the international educational achievement assessment systems PISA, PIRLS. Since the current
generation of students is called the digital generation, which is dominated by the visual code of
perception, in order to form verbal and logical thinking, pedagogues began to pay more attention to the
development of reading skills and understanding of the text by students.
The purpose of the article is to analyze the phenomenon of functional reading literacy and actualization
the problem of using techniques for developing functional reading literacy to identify values in
working with educational texts in self-cognition classes, offer recommendations. Reading literacy skills
are aimed at finding the meaning and application of the information obtained from the text, its understanding,
and the development of students ‘ cognitive abilities. The article presents tasks to identify the
value-semantic content of the text in self-cognition classes. Through some of the tasks, students can
learn to compose texts and convey their meaning to their classmates, their understanding of stories, and
their vision of values. These tasks can be used during storytelling, discussion of stories, discussion of the
“Teacher’s Gift”, or during creative work.
Key words: reader’s literacy, values of self-cognition, value-semantic training, self-cognition classes.