New Paradigm of Language Development and Reading Instruction of the Preschool and Primary School Children

Abstract

The article, based on the interdisciplinary approach, consider a new paradigm of language development and reading instruction of the children of preschool and primary school. In this regard, we can speak about the pedagogical problem of spelling achievement and verbal literacy, which can be understood as literacy in the narrow sense. From this type of literacy the literacy in a broad sense, id est. social competence stems. The latter is interpreted as a person's ability to access information and to analyze it consciously, to understand and use various types of information that allows an individual to be involved in economic, cultural, and political practices of the society. This, in turn, expands the life opportunities of the person. It is concluded that a person's success in life depends on literacy, which is deteriorating, and one of the reasons for this trend is a phonematic opposition linguodidactics paradigm of contemporary school. Under such conditions the urgent need arises to build a holistic methodological system of teaching children to read based on effective methods and technologies (a global method, N. A. Zaitsev's method for early and intensive literacy, probabilistic technology education of A. M. Lobok, pedagogical system of P. V. Tulienev, the system-information approach to the organization of educational environment), which are built on psycho-physiological characteristics of child's development in the early stages of its evolution, who perceives the world holistically, at the level of right hemispheric mechanisms of cognition and understanding the reality.