From shallow reading to deep reading: a school methodology model supporting students’ cognitive development

Удовиченко, Лариса Миколаївна (2025) From shallow reading to deep reading: a school methodology model supporting students’ cognitive development Проблеми підготовки сучасного вчителя, 32 (2). pp. 99-107. ISSN 2307-4914

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Abstract

The article presents a conceptual model of school reading methodology supporting students’ transition from shallow reading to deep, attentive, and reflective engagement with literary texts. Reading is understood not as a purely technical skill, but as a complex cognitive and emotional process central to the development of thinking, sustained attention, emotional sensitivity, and interpretive competence. In contemporary digital culture, marked by fragmented perception, accelerated information flow, and reduced attentional endurance, traditional reading practices are increasingly displaced by superficial modes of text processing. Drawing on research in cognitive psychology, neuroscience, and reading studies, the article demonstrates that deep reading integrates perceptual, semantic, emotional, and metacognitive processes. Slow and focused interaction with literary texts supports coherent mental representations, strengthens analytical reasoning, and fosters reflective interpretation. The decline of sustained reading is thus understood not only as a cultural shift but also as an educational challenge affecting students’ cognitive and emotional development. The proposed methodological model emphasizes regular in-class reading, slow and close textual analysis, reflective dialogue, emotional involvement, and the systematic development of conscious reading strategies. This approach counteracts fragmented attention typical of the digital environment and restores reading as a central humanitarian practice in school education, supporting long-term cognitive and interpretive growth.

Item Type:	Article
Uncontrolled Keywords:	crisis of reading; deep reading; shallow reading; slow reading; digital age; fragmented perception; metacognition; interpretive skills; emotional development
Subjects:	Статті у базах даних > Index Copernicus Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН) Статті у періодичних виданнях > Наукові рецензовані журнали (входять до інших баз, крім перерахованих та Google Academy, мають ISSN, DOI, індекс цитування)
Divisions:	Факультет східних мов > Кафедра східної культури і літератури
Depositing User:	професор Лариса Миколаївна Удовиченко
Date Deposited:	29 Dec 2025 08:50
Last Modified:	29 Dec 2025 08:50
URI:	https://elibrary.kubg.edu.ua/id/eprint/55659

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