LITERARY READING LESSONS AS A MEANS OF DEVELOPING READING INDEPENDENCE OF 4TH GRADE STUDENTS

Abstract

Introduction. The modern educational landscape, guided by the New Ukrainian School (NUS) reforms and the State Standard of Primary Education (2025), necessitates a shift from mechanical reading to the development of a conscious, autonomous reader. In the 4th grade, this transition is critical as students move from «learning to read» to «reading to learn and feel», requiring updated pedagogical approaches.
Purpose. The article aims to theoretically characterize the lessons of literary reading as a primary means of developing reading independence in 4th-grade students within the context of innovative educational standards and digital transformation.
Methods. The study employs a theoretical analysis of current Ukrainian legislation (State Standard 2025, Savchenko and Shiyan curricula 2026), a review of pedagogical literature (works by O. Savchenko, V. Naumenko, N. Svitlovska), and a synthesis of innovative teaching practices, including gamification and digital integration.
Results. The research identifies that reading independence is fostered through a complex system of active strategies, such as the «Bloom’s Taxonomy» questioning, and the INSERT marking system. It highlights the role of digital tools (Canva, CapCut, Padlet) in creating book trailers and interactive posters, which transform reading into an engaging, multimodal experience. The study emphasizes that the 4th-grade curriculum effectively integrates literary analysis with emotional intelligence and media literacy.
Originality. The article synchronizes traditional methodological foundations with the latest 2025/2026 regulatory updates, offering a fresh perspective on the synergy between classical reading culture and modern digital «text-centric» approaches. It redefines the role of the teacher from a controller to a facilitator of a «Book Taster Club» environment.
Conclusion. Developing reading independence in 4th graders is a multifaceted process that combines critical thinking, creative reflection (reading logs, lapbooks), and the freedom of choice. Implementing these innovative technologies ensures the formation of a lifelong learner who perceives literature not just as information, but as a source of spiritual and cultural enrichment.