In the context of digital reality, students reading comprehension is becoming increasingly important. Modern cognitive research shows that reading comprehension is a complex process, provided by a whole set of cognitive and metacognitive skills. Specifically, research shows that the goal that the reader sets play a fundamentally important role in the process of reading comprehension. From the Activity approach standpoint, it is productive to study the reading comprehension as a process of understanding the «orienting function» of educational text. In this sense, the reading comprehension action looks similar with the action of concept recognition, because the criterion for "understanding the definition" is the use of its elements for the future recognition. We evaluated the relationship between these two abilities in a sample of schoolchildren (N=207, 4-8 grades). It was found that the ability to sum up the concept significantly and positively correlated with both the ability to highlight the main thing in the text (r=0.25, p<0.000) and the ability to structure (r=0.32, p<0.000). According to our results schools need to do special work in the school to form the reading skills.

Reading Comprehension in School: the Activity Approach Perspectives