From traditional reading to digital practices: working with texts of a new nature in teaching the Russian language (secondary vocational education)

Abstract

The article examines the transformation of reading practices in the system of secondary vocational education under conditions of a changing semiotic landscape from linear verbal text to multimodal “texts of a new nature” (infographics, hypertext, creolized social media messages, interactive longreads) and shows how their methodologically organized integration into the teaching of the Russian language affects comprehension, information processing, knowledge transfer, and the motivational sphere of learners. The focus is not on opposing “deep” and “digital” reading, but on the search for a model that bridges the cognitive gap between students’ habitual ways of decoding meanings and traditional instructional presentation. The paper presents data from a longitudinal pedagogical experiment (2021–2023) comparing experimental and control groups, within which indicators of semantic accuracy, efficiency of information search (a speed parameter under conditions of non-linear navigation), the knowledge transfer coefficient, as well as structural components of learning motivation and the cognitive engagement index were assessed; additionally, a delayed retention measurement was conducted three months later, recording the volume of reproduction, distortion of meaning, and structural integrity of responses. The results demonstrate a statistically significant advantage of a methodology oriented toward mastering algorithms for analyzing and creating multimodal texts: the experimental group showed higher rates of growth in comprehension accuracy and processing speed, a pronounced increase in knowledge transfer, and a leveling of academic achievements within the sample. The dependence of motivational profiles on the didactic tools used is shown: when working with texts of a new nature, the proportion of students with low indicators of intrinsic motivation decreases and cognitive interest intensifies, which is accompanied by increased engagement and more effective conversion of motivational resources into learning outcomes. Delayed assessment reveals more stable retention of information and less distortion of meaning, which is interpreted as an effect of multichannel encoding and reliance on visual “anchors” while maintaining the logical coherence of reproduction. The material of the article makes it possible to assess the relevance of the proposed approach for updating the methodology of teaching the Russian language in secondary vocational education and for broader design of educational practices in the context of digital communication.