COGNITIVE-COMMUNICATIVE APPROACH TO TEACHING READING IN ENGLISH FOR APPLICANTS OF EDUCATION IN POLYTECHNICAL INSTITUTIONS OF PROFESSIONAL ADVANCED EDUCATION

The article considers and systematizes methodology of teaching of reading at English lessons at professional pre-higher educational establishments. The different types of reading are shown. The analysis of the necessity of the cognitive-communicative approach, focused on the development of the competence of communicating at English lessons during teaching of reading, which is the basis for successful mastery of a foreign language, has been given. The inclusive education is described as an important aspect of getting education at present. Peculiarities in the approach to teaching reading to students with special educational services (SES) are revealed. The article describes certain groups of students with SES, for whom it is necessary to individualize learning tasks, taking into account their needs in the perspective of the peculiarities of learning to read in a foreign language. Namely: a group of students with speech, vision, hearing disability; a group of students with autism spectrum disorders, a group of students with attention deficit hyperactivity disorder; a group of students with cerebral palsy. Pieces of advice on methods of teaching reading in a foreign language to students with special educational services of each group are provided. The authors provided examples of exercises for the development of reading competencies such as: expressive reading aloud at different speeds, reading alternately cut text, dramatic reading, text as an answer to questions, analytical reading, text processing, highlighting the main text, categorizing the text, deriving patterns by text, text extensions and others. The article proposes the principles of elaboration of educational material, which contribute to the development of language competencies of students of polytechnic professional pre-higher institutions of Ukraine.