| Annotation |
Reading as an everyday phenomenon in the family of a child, a schoolchild is in a difficult situation these days. The absence of home libraries, the habit of reading among parents themselves gives rise to concerns among teachers regarding the reading of the younger generation. The relevance of the study is associated with the lack of systematic family reading, which affects the intellectual development of schoolchildren, whose speech becomes poorer, their horizons do not expand, associative series and the work of imagination do not have the necessary nutrient medium. The purpose of the study is to present and characterize the technology of the school’s work on the regular family reading formation. The study involves the following methods: analysis of scientific and methodological literature on the problem of reading and family reading, questioning of parents of schoolchildren – primary school students and 5–6 grades (2022–2024), systematization – generalization of their own methodological and practical experience in introducing family reading at school. In the process of creating and supporting the atmosphere of a reading family of a schoolchild, school should present a sequence of pedagogical actions in this direction. The article highlights and summarizes the mistakes of school and family, offers the results of the author’s long-term work on the creation and testing of technology for the family reading formation by school. The technology is based on interaction with the student’s family, based on trust in school and a child’s parents. The work is simultaneously addressed to both children’s parents and children themselves. The ways of motivating parents in relation to the creation of an atmosphere of family reading at home are consistent and regular throughout the school academic year. As a rule, the result of this activity at school is family projects. A delayed result of family reading is independent reading of students in adolescence and high school. The prospect of the study may be associated with the improvement of the work technology on systematic independent home reading of adolescents and primary school children.
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