Under the influence of PISA research, the concepts of "functional literacy" and "reading literacy" have been clearly formulated in Kazakhstan today. As scientists have established, about 200 factors influence a student's academic performance. The main one is reading skill, which has a much greater impact on academic performance than all of them combined. For Kazakhstan, PISA-2015 is the first cycle of research in which scientific literacy has been defined as the main focus. On all three scales identified in the research ("finding information", "interpretation of text" and "reflection and evaluation"), the results of Kazakhstani students are significantly lower than the results of students from many European countries. In order to solve this problem in the classroom, I set myself the goal of the study: to determine the effectiveness of using the search reading technique to develop students' functional literacy. Based on the results of the summary work, it was clear that students demonstrate sufficient understanding of the topic and structure of the text, the ability to argue and draw conclusions. But they do not always understand the main and secondary information of the text they read. It was necessary to additionally complete tasks on these skills, since reading literacy is one of the components of functional literacy, on which a person's success in the modern world depends, and is also a basic skill, the development of which is necessary in the modern education system. Functional literacy will help students use language skills in real time in order to obtain and transform the necessary information is the relevance of the study. The integrated educational program implies the development of functional literacy of students of Nazarbayev Intellectual Schools. The curriculum for the Russian language identifies groups of goals for the development of communication skills. Among the goals of teaching reading, one can highlight those that caused difficulties among 10th-grade students. For example, to master different types and strategies of reading depending on the goal and objectives; to extract the necessary information from various resources, critically evaluating it. The listed learning goals involve mastering types of reading, techniques for information processing of text, and analyzing the content of works of art. The presence of difficulties in reading literacy in some 10th grade students in the summative assessment became the reason for choosing this class for the study, since they pass an external summative assessment in the subject "Russian Language and Literature". They need to demonstrate a number of skills in understanding the text they read (full understanding of the content of the text, the ability to draw appropriate conclusions, the ability to reveal the topic, giving competent arguments, the ability to use competent academic language to effectively present ideas and opinions). Taking into account the above, the topic of the action research was formulated: "How to develop functional literacy of students through exploratory reading?" The study was organized as a standard multi-stage experimental research project: plan-act-observe-analyze. The tasks for the development of reading literacy were aimed at understanding continuous and non-continuous texts, the formation of skills and abilities in constructing an oral statement based on various types of texts, the skills of using techniques of content and language compression of the text. The study identified the following areas for solving the problem: Using a comprehensive approach to improving students' reading literacy. Gradually developing the skills of meaningful reading, the ability to identify key and secondary ideas, and to differentiate between known and new information in the text. Mastering effective reading methods, such as search and analytical reading.

In the lesson, depending on its purpose, I used reading in different forms and in different combinations. To develop the functional literacy of students in preparing students for PISA, summative assessment, I used Search Reading, the purpose of which is to quickly find certain data, facts and digital readings in the text. This type of reading is focused on finding specific information. Analytical reading. Slow attentive reading with immersion in the text with analysis. The task is to fully understand and assimilate the ideas presented. The main attention was paid to checking the ability to "read competently" in various situations. Students were offered texts of different genres: excerpts from fiction, biographies, entertaining texts, letters, magazine articles, instructions, advertisements. They used various forms of information presentation: diagrams, pictures, maps, tables and graphs. The main criteria for tasks for the formation and assessment of reading literacy: • the presence of situational significance of the context; • the need to translate the conditions of the problem, formulated using everyday language, into the language of the subject area; • the novelty of the problem formulation, uncertainty in the methods of solution. These tasks form reading literacy, because they simulate a life situation. It seemed optimal to include tasks at the first stage of the work: independent reading of the text of the problem by students, then - completing the tasks. Students worked on the following tasks: find and extract or information; integrate and interpret the message; comprehend and evaluate the text. Also, to improve the level of reading literacy, systematic and targeted work was carried out in the lesson. The following tasks were identified that require the skills of search and analytical reading: Find words in the text that correspond to the following definitions. Read the sentences and make up new ones, which should begin with the given words and convey the meaning of the original sentences, following the model. Answer the questions without copying long phrases directly from the text. Write a detailed answer. Use ideas and arguments from both texts you read. At the end of the action research, I expected the following results from the students: understand the content of texts from various sources, answer questions about the text; analyze, evaluate, select information, organize and present it in Russian in a certain style and form; organize arguments and ideas consistently; defend their point of view, discussing the main ideas of the text.

During the study, all students' activities at various stages of the lesson were recorded. Students are interested in developing reading literacy and understand the importance of mastering different types of reading. Watching video clips of lessons helps to observe "from the outside", identify strengths and weaknesses of teaching, and assess the success and effectiveness of the work done. Analysis of test papers showed that there is a dynamic growth in students' reading literacy. The stage of collecting, analyzing, and systematizing research data was carried out. As practice shows, students need a strict algorithm of actions when solving assigned tasks. Knowledge and understanding of the ways and means of achieving goals allows you to: eliminate unproductive activities; save time; focus on problematic issues; develop high-order skills. The result of this study is the development of students' skills in information processing of text, mastery of search and analytical reading techniques, the ability to highlight the main and secondary, differentiate the known and the unknown in the text. All this contributed to the successful development of students' reading literacy, which is an integral part of functional literacy. The most important evidence was the summative assessment data and PISA results. Some students had difficulties working with texts. This was due to insufficient vocabulary, poor development of search reading skills. Also, to improve the answer, I recommended that the student carefully read the assignment and, when formulating a new sentence, accurately reflect the meaning of the original Conducting action research, analyzing literature on the selected problem, preparing and organizing research lessons made it possible to identify existing gaps in the development of reading skills, provided an opportunity to analyze the state of reading literacy, the level of development of meaningful reading, skills in using text compression, reading non-continuous texts.

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