Teaching Reading Digital Texts within Neuroscientific Achievements

Abstract

The authors consider the process of teaching learners reading digital texts as pedagogical support for their search activity. Taking into account psychophysiological regularities and psychological mechanisms a teacher gets an opportunity to simulate the environment and conditions for learners to form implications, formulate questions and implement research and search for new questions based on the obtained results with the help of hypertextuality, multimedia and interactivity of digital texts in a real educational process. The purpose of the study is to identify a strategy for reading digital text. The simulation experiment for senior learners includes two opposite ways of teaching reading digital text. He/she had to start first with the short text reading, then with the corresponding picture and vice versa. The personal significance of the read text or picture, understanding of the text content and the accuracy of its reproduction were taken into account. Experimental evidence suggests the importance of using strategies for teaching reading a digital text as strategies allow the learner to act as a subject of attitude to the subject of knowledge. Teacher’s digital text-based sequencing of learning situations, based on the principle of integrity, provides a sequence of future-oriented behavioral acts in the context of neuroscience achievements.