European Journal of Innovation in Nonformal Education

 
 
 
 
European Journal of Innovation in Nonformal Education 
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special and scientific libraries; Studying readers’ requests in classrooms; analysis of the reading circle in 
public libraries. The most important issues of the British research were the study of interest in reading 
among male representatives of the population, among ethnic minorities, and among disadvantaged 
students. Analytical studies reflecting the state of reading in England in different periods are of great 
interest. These are D. Cooleman’s "The Psychology of Popular Reading and the Reading Public in Early 
Medieval England and France" (Cambridge, 1966), N. Bennett’s "English Books and Readers: 1475-
1557" (Cambridge, 1970), Y. Kingten’s "Study in Tudor England" 1996) works. Similar studies were 
conducted on the research and analytical materials of Italy, Spain and other countries. Currently, 
European and American studies are closely related to programs to promote reading among non-reading 
populations, and almost all countries have existing reading support projects at the state level. The modern 
information of Europeans on reading and the psychology of reading is collected by EUROSTAT - United 
European Organization. For this reason, he emphasizes European unity in the field of education. In many 
Western countries, theoretical research is, as a rule, concentrated in specialized universities and 
universities. All this explains that the great works of an analytical nature are more strongly represented in 
the Western tradition. Currently, most of the studies on reading in the West are conducted within the 
framework of programs for the promotion of reading and the development of reading culture. Thus, there 
is no doubt that reading is a large-scale phenomenon, like writing, literature, theater, and painting, 
regardless of nationality. At the level of "surfacing" of creative energy, reading was shown to be no less 
important than other creative pursuits, and a good reader-reader not only learns the world around him, but 
also creates himself anew. It turned out. In addition, reading a book (whether a book or a small work) is 
the only technology of assimilation of knowledge accumulated by mankind in a broad sense. The 
important tasks of the professors of psychology at every university are aimed at forming the student’s 
educational activity or studying his psychology. Since the student does not know how to work 
independently, how to work with his own perception and mind, he always tries to master the ready-made 
knowledge and skills from the mouth of the teacher and mechanically memorizes the scientific concepts 
in the book, but the student himself will never be able to apply this knowledge in practice. And this is 
with his people it causes them to be unable to establish a conscious, correct psychological dialogue and 
start activities, to read the necessary literature in a selective manner, and to learn to think psychologically. 
How should student activity be formed? Is it up to each student to properly study the psychology of 
reading? But what is the point of reading? In psychology, this problem is explained as follows; How does 
something previously unknown to the student, unclear, not in his mind, become known to him, pass from 
the objective to the subjective? The answer to the above questions will lead to the right knowledge. The 
American scientist E. Thorndike makes observations on specific problems of the psychology of reading. 
The American author deals with the issues of motivating the learning process, not with the motivations of 
the learning process, but with some aspects that are less understood. Russian researcher D. Likhachyov’s 
candidate thesis entitled "Formation of the basics of independent reading in first-grade reading classes" 
(Moscow, 1975) describes the methodology related to the organization of the student’s out-of-class 
reading lessons in teaching students to read independently. noteworthy observations are made regarding 
the problems. Observations show that books should be taught to communicate in the language of books in 
order to instill interest in students and the need for reading. If a child does not communicate in the 
language of books, even works that are a high example of the art of words will become nothing more than 
a collection of ordinary pieces of paper for him. There is a need to use the opportunities achieved in the 
methodology of teaching the psychology of reading. Firstly, in pedagogical universities (depending on the 
direction of the faculty), development of methods in laboratory and practical classes by students in 
accordance with special school subject areas (depending on the nature of studies in schools), and 
secondly, studying psychology in universities based on these methods and theories. tooth, thirdly, the 
teaching psychology professor-teacher campaign work based on the above concept and generally based 
on active methods of teaching, there are unlimited possibilities. Another direction of learning is 
educational activity, which is called a form of activity of the subject based on theoretical improvement, 
which is aimed at the condition of individual development as a result of the social experience of 
generations. D.B. Elkonin showed that as a result of finding a solution to the learning process, which is an 
important part of the psychology of learning, the subject performing the activity changes, his worldview, 
knowledge, and skills are formed. V.V.Davidov found that educational activity is the acquisition of 
theoretical knowledge, and the formation of educational activity is caused by independent study and 

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