INTEGRATION OF “NATIVE LANGUAGE” AND “READING LITERACY” SUBJECTS IN DEVELOPING MONOLOGICAL SPEECH IN PRIMARY GRADES

Abstract

This article analyzes the development of monologic speech in primary school pupils as a pedagogical problem. It highlights the theoretical foundations, methodological possibilities, and practical significance of forming monologic speech through the integration of the subjects “Mother Tongue” and “Reading Literacy.” The study reveals the essence, structure, and stages of the formation of monologic speech, as well as ways of using it in an integrated educational process. The article substantiates the impact of working with texts, speech exercises, creative tasks, question-and-answer activities, and discussion methods on the development of pupils’ monologic speech. It is scientifically proven that the integrated approach is an effective pedagogical tool for developing pupils’ independent thinking, speech activity, and communicative competence.