The potential of children’s literature texts for discussion in teaching reading
https://doi.org/10.26907/2782-4756-2025-82-4-281-286
Abstract
The article discusses the features and advantages of children’s literature texts for organizing a discussion as part of post-text work in teaching reading. The study determines psychological specifics of reading children’s literature by adult students and its influence on the effectiveness of using the technology of free discussion in the framework of teaching to read fiction methodology. Particular attention is paid to the process of reader’s reflection on the text and the features of involving the reader’s own life and reading experience in the semantic perception of children’s literature texts. Theoretical comments are supported by practical experience in conducting lessons on reading children’s poems by V. A. Levin and D. I. Kharms and a teenage story by M. Kolmykova in multilingual audiences. We have come to the conclusion about the constructive role of texts addressed to children and adolescents in teaching adult students to read fiction, about the advisability of using such texts along with classics and modern literature addressed to an adult reader. The results of the study allow us to continue studying the role of children’s literature, especially modern literature, in teaching Russian as a foreign language, teaching reading and, in the future, to clarify the information obtained and the possibilities of its practical application in teaching.
About the Author
N. Zaitsev
Pushkin State Russian Language Institute
Russian Federation
Russian Federation
Zaitsev Nikita Alexandrovich, graduate student
6 Akademik Volgin Str., Moscow, 117485
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Review
For citations:
Zaitsev N. The potential of children’s literature texts for discussion in teaching reading. Philology and Culture. 2025;(4):281-286. (In Russ.) https://doi.org/10.26907/2782-4756-2025-82-4-281-286
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