The purpose of the study: to identify and use effective strategies and techniques for the development of reading literacy of students.

The problem of the study: the results of the international program for the evaluation of educational achievements of students (PISA) show low level of reading literacy development of students in Kazakhstan. Reading literacy is one of the components of functional literacy, which determines the success of human life in the modern world.

As scientists have found, the student's academic performance is influenced by about 200 factors. The core is the reading skill, which has a much stronger impact on academic performance than all combined. The results of the international student achievement assessment program (PISA) show a low level of reading literacy among students in Kazakhstan. For Kazakhstan, PISA-2015 is the first research cycle in which natural science literacy is defined as the main direction.

 According to three scales identified in the study ("finding information", "text interpretation" and "reflection and evaluation"), the results of Kazakhstani students are significantly lower than the results of students from many European countries and correspond to the second level of reading literacy.

In the curriculum of  Russian language (as a second language) there are groups of learning objectives for the development of communication skills. Among them some learning objectives on reading skills which grade 7 students find it difficult to achieve. For example, to formulate questions aimed at assessing the content of the text and answer questions, to express their views on the topic and the problem raised, to understand basic information by defining the subject, purpose of the text, to retell in detail, selectively the content of the text, to analyze the content of works of literature, determining the features of the image of the main and secondary characters, to extract the necessary information on the proposed topic from various sources, comparing the information obtained, identifying conflicting information, to have vocabulary,

These learning objectives are focused on improving reading skills, methods of information processing of the text, in particular, the techniques of compression of the text. The presence of difficulties in some students of grade 7 is the rationale for the choice of this research topic. Students of the 7th grade differ from others in that a group of children of different levels of development of listening, speaking, reading, writing skills has turned out. So some students have poorly developed skills of speaking and writing; other students have strong leadership qualities, well-developed skills of reading, speaking, but there are problems with writing; third students is one of the strongest in the class, with the high level of development of listening, speaking, reading and writing skills . The gap in the level of development of reading skills in grade 7 students was the reason for the choice of children in this class for the study. Taking into account all these factors, we formulated the theme of action research: "How the use of compression method of the text contributes to the development of reading literacy of grade 7 students".

The plan of the study consisted of the following main points:

- diagnosis (identification of the problem);

- collection and analysis of literature on the research problem;

- medium-term planning of research lessons;

 - realization of research;

- processing of research data;

- summing up, conclusions.

Tasks for the development of reading literacy were aimed at understanding the continuous and non-continuous texts, the formation of skills in the construction of oral statements on the basis of different types of non-continuous texts, the skills of using techniques of content and language compression of the text: elimination, generalization, simplification.

Text compression is a transformation in which the text is replaced by a shorter narrative. In “Elimination” necessary: - highlight the main point in terms of the main idea of the text, and then remove unnecessary details; - combine the received, using the main means of communication between the sentences. Example: “The fairy tale lives everywhere, in everything: in trees, leaves, in the wind, in the earth, in a chair, in the house, in March, in you”.(22 words) Homogeneous adverbial modifiers are excessive and can be eliminated. “Fairy tale lives everywhere, in everything”. (5 words) “Generalization” or “Combination” Example: “Fairy tales will teach you to be kind, you will see that they will be able to rescue from any trouble which you can find yourself in. Tales will show how cheerful, but weak can defeat strong, but gloomy”. (30 words) “Combination” example: “Fairy tales will teach kindness, optimism, help out of trouble”. (7 words) In "Substitution", necessary - find words, semantic parts that can be shortened by replacing with a generic word, simple sentence - formulate sentences. Example of “substitution”: “Fairy tales like adults and children, strong and weak, good and not very”. (12 words) “Everyone loves fairy tales”. (3 words) The example of combination of “elimination” and “generalization” (combination) Example: “Tales... how beautiful and fascinating your world is. The world, in which always triumphs good, where is a clever always wins foolish, a good - bad, and in the final, typically, all happy. No, of course, there are those among you, after which feel sad and want to cry. But it is a Holy sadness, and Holy tears. They are clean”. (50 words) The world of fairy tales, where good triumphs, is beautiful and fascinating, even if they cause Holy sadness and tears that help us become better. (20 words) Combination of “elimination " and " substitution " Example: “There are, however, and evil tales, in which everything is vice versa. But people can be evil, too. And by the way, even among you people, the evil is much less than good, and about the fairy-tales and can’t speak. And evil sort of tale is the fact that someone had hurt her, broken, bent by rough hands. After all, fairy tales can’t be evil by nature, so they do you, people”. (64 words) “There are also evil tales, like the people who made them. But good people, as well as fairy tales, much more”. (18 words)

During research, lessons were video recorded, including students’ activities at different lesson stages. Analysis of feedback forms shows that students are interested in the development of reading literacy; understand the importance of mastering different types of reading: studying, scanning, familiarization. Viewing video clips of lessons helps to observe and identify strengths and weaknesses of teaching, to assess effectiveness of the method. The most important evidence was the data of formative and summative assessment of students ' achievements in the development of reading skills. Using target method, helped most students’ to increase summative work results on reading skills for 20-30%. As practice shows, students just need a strict algorithm of actions in solving problems. Awareness and understanding of ways to achieve learning objectives allows: - eliminate unproductive activities; - save time; - focus on problematic issues; - develops high-order skills. Result of study is students ' skills development on information processing of the text, compression techniques mastering, ability to differentiate the known and unknown in the text, the skills of folding and deploying information. All this contributes to the successful assimilation of the program in the Russian language, the development of reading literacy of students, which is an integral part of functional literacy. At the moment, some students have difficulty working with the following methods of text compression: generalization, simplification. This is due to the lack of vocabulary, poor development of skills in the preparation of various syntactic structures, as well as paraphrasing skills. During the study, we outlined ways of solving problems: - An integrated approach to solving reading literacy problem of students in all subjects. - Consistent development of reading skills, the ability to highlight the main and secondary, to differentiate the known and unknown in the text. - Gradual mastery of techniques of text compression: elimination, generalization, simplification.

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