The article presents a number of propositions and hypotheses of V. P. Zinchenko concerning development in ontogenesis. His commitment to L. S. Vygotsky’s cultural and historical concept and the changes and additions he makes to it are shown. His views on the child’s mastery of the word and the development of actions and images interrelated with it are given. The ideas about the self-development of personality in culture and the danger of rigid purposeful personality formation are reflected. The general scheme of the genome of cultural and historical personality development is described.

В статье анализируется динамика психологических механизмов чтения в истории человечества. Прослеживается переход от спонтанного восприятия символа к рациональному усвоению информации, подражанию и интериоризации авторской речи, трансляции смыслов, их трансформации в сотворческом чтении. Обосновывается понимание чтения как высшей психической функции по Выготскому, которая регулирует смысловое понимание текстов различными способами. Отмечается, что опосредующим функцию смыслового понимания знаком является авторский замысел.

Without the support and development of real-life communication between the participants of the educational process, without the use of the spoken word in teaching and educating new generations, without relying on the traditional, rooted in the depth of millennia, institution of mentoring, it is very difficult to effectively solve the daunting tasks of education that face the society, the state, the individual in the rapidly changing post-industrial information society of knowledge of the coronavirus pandemic era.

The article considers the possibility of using the word as a unit of psychological analysis of fictional texts. The word is understood as a psychological instrument of personal regulation and socialization of personality. The semantic structure of the word in objective and subjective reality is constructed. It is assumed that the types and levels of existence of a word in subjective reality are a sign, a concept and a symbol. In the objective — the sign, the meaning and the name. Using the example of the usage of words associated with the word “humor”, the dynamics and dialectics of mutual transitions of various forms of psychological existence of the word are described. It is proved that the comprehension of the word “humor” and those close to it in the history of poetry led to the “cultivation” of laughter, and the perception of poetic texts contributes to the socialization of personality and the appropriation of cultural standards of humor by it.

The article presents specific approaches in semantic reading teaching among preschoolers. Special attention is given to uphold the necessity of skills development for further semantic analysis, as well as to inquire into the principles of semantic reading teaching and selecting texts for reading in preschool. The authors describe general methodological approaches to the development of a system of questions and tasks for texts based on various types of reading.

The article highlights the structural and functional approach in the process of teaching semantic reading, analyzes different aspects of the interaction of the author, the reader and the work, identifies ways to solve the problem of adequate perception of the author’s semantic world by the reader. As a tool that helps to penetrate into the meaning of the work, iconic modeling is considered in two varieties — figurative-semantic (verbal drawing) and logicalsemantic models (the technique of “binary oppositions”), which serves as the basis of meaning generation in the process of reading, the reader’s interpretation of the work. The proposed approach allows us to take a fresh look at the methodology of functional literacy formation in the context of the development of semantic reading skills of a literary text.

The article reveals the concept of a child-adult community, examines its significance for the upbringing of a special child in inclusive education, identifies the reasons why the formation of a child-adult community in an inclusive classroom may be difficult. The conditions that make it possible to form a community in an inclusive classroom are outlined: the formation of teachers’ psychological readiness to interact with a child with disabilities; the creation of a favorable psychological climate in the classroom, where students feel safe; the conduct of interesting and generally significant socio-cultural activities in the classroom; the organization of value-semantic interaction, which is built around the process of goal-setting, interesting for all topics, creative work, a common task. The authors cite the directions of teachers’ work on the formation of a childadult community, of which a child with developmental disabilities is a member.

The aim of this study is to determine the representation of groups of reading skills in the Federal State Educational Standards 2010 and 2021 and Universal Codifiers for 9th grade within all academic subjects. The main research method in this work is content analysis and comparison of reading literacy skills (RL) according to PISA, the FSES 2010 and 2021 and the Universal Codifier for 9th gradе. The results of the study reflect the сorrelation between RL framework in educational standards, and also fix the need to systematize the RL skills.