Introduction. The article focuses on the formation of reader literacy in teaching physics in primary school. Working with the text of physical content makes it possible not only to form reader literacy, but also encourages students to stimulate reader interest. The purpose of the article is to identify the features of the methodology for the formation of reader literacy in teaching physics in primary school.

Materials and methods. The article reflects the results of the analysis and interpretation of scientific and methodological literature on the problem of research. The research is also based on the generalization of the author's practical experience as a physics teacher in a primary school. The definition of the concept «formation of reader's literacy in teaching physics» is given. The developed author's methodology for the formation of reader's literacy in teaching physics in primary school is described, which contains normative-target, methodological, substantive, organizational, technological and evaluative-effective blocks. The types of students' activities that contribute to the formation of reading literacy are highlighted. The methodology for the formation of reading literacy in teaching physics in primary school includes techniques and forms of organizing training sessions; the use of texts of physical content and assignments to them; the stages of stimulating the reader's interest of students in teaching physics in primary school.

Results. The verification of the methodology developed by us was carried out for three years at the basic school. The dynamics of the formation of the activity, motivational and reflexive components of reading literacy among students is analyzed. There is a positive dynamics in the formation of all components.

Discussion. The results obtained allow us to substantiate the application of the methodology developed by us for the formation of reading literacy of schoolchildren when teaching physics in primary school. The success of the formation of reader literacy is determined by a number of factors: motivation through stimulating reader interest, choosing optimal techniques, forms of learning, confidence in reasoning, reflection through introspection and self-assessment of students.

Conclusion. The implementation of the methodology for the formation of reader's literacy in teaching physics in primary school allowed us to develop didactic material for the implementation of pre-text, text, post-text activities when performing tasks for texts of physical content based on techniques that stimulate the reader's interest in students. The analysis of the effectiveness of the methodology for the formation of reader's literacy in teaching physics in primary school allowed us to state the growth of the dynamics of the formation of all components and determine the coefficient of effectiveness η_р= 1,4.

Highlights:

When teaching physics, the formation of reader's literacy is associated with the conceptual apparatus, graphic information, tables, diagrams, graphs presented in the texts of physical content and assignments to it;

The methodology for the formation of reading literacy in teaching physics in primary school includes: techniques and forms of organizing training sessions; the use of texts of physical content and assignments to them; stimulating reader interest;

There is a positive dynamics of the main indicators of the formation of the components of reading literacy (motivational, activity, reflexive).

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