DIDACTIC AND PEDAGOGICAL SIGNIFICANCE OF IMPLEMENTING TASKS IN NON-TRADITIONAL, LOGICAL, AND CREATIVE FORMS IN 3RD-4TH GRADE READING LITERACY CLASSES

This study highlights the didactic and pedagogical significance of organizing non-traditional, logical, and creative tasks in reading literacy lessons in primary education. The research substantiates the role of such tasks in developing students’ abilities to comprehend and analyze texts, as well as fostering independent and creative thinking skills. In addition, the study analyzes the opportunities provided by non-traditional tasks to increase students’ interest in reading, ensure their active participation in the learning process, and reveal their individual abilities. The results of the research are of great importance for pedagogical practice in organizing effective reading literacy lessons.

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