Methodology of teaching creative reading: theoretical foundations and practical approaches

Abstract

The article addresses the methodology of teaching creative reading as one of the key directions of contemporary linguodidactics and pedagogy. Creative reading is a special type of speech activity in which the reader does not merely decode textual information but actively interacts with the text, generating their own interpretations, meanings, and images on the basis of what has been read. Under the rapid development of the information society, when the volume of textual information is steadily growing, the ability to comprehend reading creatively acquires particular significance for the formation of a critically thinking and creative personality. The aim of the present study is to provide a theoretical substantiation and systematization of methodological approaches to teaching creative reading, as well as to develop a classification of techniques and strategies that ensure the formation of learners’ skills of creative text interpretation in the modern educational process. The paper analyses existing approaches to teaching creative reading in the Russian and foreign methodological traditions, examines the psychological and pedagogical foundations of this activity, including theories of the perception of a literary text, conceptions of reader activity, and contemporary views on the cognitive mechanisms of meaning generation. Special attention is paid to a system of exercises and tasks aimed at developing creative reading skills in learners of various age groups. The results of the study may be used in the practice of teaching the Russian language and literature, foreign languages, and in the system of professional development of pedagogical staff.