TEACHING READING COMPREHENSION IN FOREIGN LANGUAGE AT SECONDARY SCHOOLS THROUGH INTERVENTION

Abstract

Teaching reading comprehension in a foreign language at secondary school is based on
the stimulation of cognitive processes in the first stages of working with a foreign language text,
which requires mainly the effort of simpler cognitive processes such as attention, memory and
perception. At secondary school, the comprehension of a foreign language text acquires a new
dimension; the student strives to understand both implicit and explicit information from the text
and to make inferences about the text. Many times students are motivated to read, they read
various texts, but they cannot respond to questions, which is also confirmed by testing. This
means that the targeted reading and working with the text do not always develop comprehension.
For this reason, we consider the practice and development of text comprehension through
intervention to be extremely important. The article focuses on the specifics of foreign language
reading and the intervention of reading comprehension in German, using intervention program
as a tool for effective and complex development of reading comprehension. The criteria for
compiling an intervention program are analyzed. The structure of the program, the plan of its
experimental verification are worked out. We present an example of one intervention unit
(methodical sheet) with the focus on stimulating the cognitive process of divergent thinking.