A Comparative analysis of continuity in developing textual activities across educational programmes

Introduction. Continuity in the development of textual activity is the subject of modern research, mainly localized within a single educational level or academic subject. The article is aimed to analyze the international experience textual activity development in primary and basic education, including the distribution of the sequence in national curriculums and programmes of various countries. Materials and methods. This article involved a comparative analysis based on national curricula and federal educational programmes of the Russian Federation, the USA, China, India, the Philippines, and Singapore. The criteria of the analysis were: the structure of the curriculum / programme, the role of textual activity or text-related skills in the curriculum and academic subjects, the text-related skills as learning objectives, the sequence textual activity development, inconsistencies and contradictions in the sequence.

Results. It was possible to identify factors that lead to a more explicit sequence for textual activity development. The use of these factors produces a number of tools for tracking the continuity of textual activity development.

Discussion and conclusions. The identified factors can be integrated into the federal primary and basic general educational programmes of the Russian Federation, leading to significant positive changes in the development of textual activity and other learning skills. The analysis suggests specific directions for developing educational programmes to enhance the quality of general education in the Russian Federation.

1. Babina G. V., Kasatkina E. A. Textual information output in the reading activities of students with dyslexia. Vospitanie i obuchenie detej s narusheniyami razvitiya, 2023, no. 3, pp. 31-44, doi: 10.47639/2074-4986_2023_3_31, edn xwzemr. (In Russ.)

2. Berdichevskij A. L. Textual activity as an aspect of the content of modern foreign language education. Russkij yazyk za rubezhom, 2023, no. 6 (301), pp. 94-99, doi: 10.37632/PI.2023.301.6.013, edn lqadkr. (In Russ.)

3. Blinov V. I., Sergeev I. S., Osadcheva S. A. Continuity in Education: Modern Approaches. Professional'noe obrazovanie i rynok truda, 2025, no. 13, pp. 6-21, doi: 10.52944/PORT.2025.60.1.001. (In Russ.)

4. Bogdanova E. S. Preparing a Teacher to Guide Schoolchildren's Textual Activities in Light of an Integrative Approach. Psihologo-pedagogicheskij poisk, 2025, no. 4 (72), pp. 47-58, doi: 10.37724/RSU.2024.72.4.005. (In Russ.)

5. Implementation of federal adapted educational programs of preschool education for students with disabilities: problems and solutions / T. A. Solovieva, T. V. Nikolaeva, O. G. Boldinova [et al.]. Sovremennoe doshkol'noe obrazovanie, 2023, no. 4 (118), pp. 56-63, doi: 10.24412/2782-4519-2023-4118-56-63, edn uspcov. (In Russ.)

6. Dejkina A. D., Levushkina O. N., Borisova K. M. The concept of text activity in the methods of teaching the Russian language. Nauka i shkola, 2023, no. 1, pp. 162-171, doi: 10.31862/1819-463X-2023-1-162-171, edn kwoite. (In Russ.)

7. Koshechkina T. V. Specifics of Surveying the Text Activity of Students with Severe Speech Impairments in the Context of Assessing Reading Literacy. Special'noe obrazovanie, 2025, no. 1 (77), pp. 25-36, edn ptygtm. (In Russ.)

8. Kuznecova M. I., Gosteva YU. N. Using the Potential of Extracurricular Activities in Teaching Primary School Students to Work with Texts. Nachal'noe obrazovanie, 2024, vol. 12, no. 5, pp. 32-37, doi: 10.12737/1998-0728-2024-12-5-32-37, edn wyxlbg. (In Russ.)

9. Molchanova YU. A., Terent'eva E. V., Skripko E. S. On the Role of Textual Activity in English Classes for Students of Language Universities. Problemy sovremennogo pedagogicheskogo obrazovaniya, 2023, no. 79-3, pp. 183-185, edn skrhfd. (In Russ.)

10. Oreshkina A. K. Scientific Foundations for the Formation of the Conceptual and Categorical Apparatus of Pedagogy at the Post-Industrial Stage. Obrazovanie: put' v professiyu, 2024, vol. 1, no. 1, pp. 33-42, doi: 10.51609/3034-1817_2024_1_01_33. (In Russ.)

11. Pozdeeva S. I., Rumbeshta E. A. Continuity of primary and secondary schools in the formation of universal educational activities (based on the experience of a joint activity school). Nauchno-pedagogicheskoe obozrenie, 2017, no. 3 (17), pp. 32-39, doi: 10.23951/2307-6127-2017-3-32-39, edn zblzah. (In Russ.)

12. Design of universal educational activities in high school / A. G. Asmolov, G. V. Burmenskaya, I. A. Voldarskaya [et al.]. Nacional'nyj psihologicheskij zhurnal, 2011, no. 1 (5), pp. 104-110, edn ojokzh. (In Russ.)

13. Prosvirkin V. N. Technology of Continuity and Forms of Its Implementation in an Educational Institution. Vestnik Moskovskogo gosudarstvennogo oblastnogo universiteta. Seriya: Psihologicheskie nauki, 2010, no. 4, pp. 72-76, edn ndmfsd. (In Russ.)

14. Ryskel'dieva L. T., Korotchenko YU. M. Textual Approach in Social Philosophy. Epistemologiya i filosofiya nauki, 2017, vol. 51, no. 1, pp. 153-170, doi: 10.5840/eps201751116, edn yqyrvh. (In Russ.)

15. Suvorova E. P. The Role of Textual Activity in the Formation of the Ability to Learn. Izvestiya Rossijskogo gosudarstvennogo pedagogicheskogo universiteta im. A.I. Gercena, 2015, no. 174, pp. 83-90, edn tnbnjt. (In Russ.)

16. Tarasova N. V., Pastuhova I. P., CHigrina S. G. Continuity of pedagogical technologies as a condition for the implementation of the federal state educational standard of general education. Pedagogicheskij IMIDZH, 2017, no. 3 (36), pp. 27-35, edn zmdqpx. (In Russ.)

17. SHaposhnikova T. L., SHabanova T. N., Vyazankova V. V. Modern mathematical models of continuity of educational programs. Problemy sovremennogo obrazovaniya, 2023, no. 3, pp. 144-152, doi: 10.31862/2218-8711-2023-3-144-152, edn odacvf. (In Russ.)

18. Abbott R., Berninger V., Michel F. Longitudinal Relationships of Levels of Language in Writing and Between Writing and Reading in Grades 1 to 7. Journal of Educational Psychology, 2010, vol. 102, no. 2, pp. 281-298, doi: 10.1037/a0019318.

19. Arias-Gundín O., Real Castelao S., Rijlaarsdam G., López P. Validation of the Writing Strategies Questionnaire in the Context of Primary Education: A Multidimensional Measurement Model. Frontiers in Psychology, 2021, vol. 12, p. 700770, doi: 10.3389/fpsyg.2021.700770.

20. Arzu E. Examining educational continuity in distance learning guidance documents: A content analysis of the Ministry of Education response to COVID-19 in Belize. Management in Education, 2024, doi: 10.1177/08920206241245837.

21. Barbosa F., Sousa A. Produção Textual Na Escola: Um Desafio A Ser Superado. Open Minds International Journal, 2025, vol. 6, no. 1, pp. 18-27, doi: 10.47180/omij.v6i1.331.

22. Bocancea V. Ensuring continuity in the formation of concepts in sciences studies in general education. 11th edition International Scientific-Practical Conference “Training by research for a prosperous society”, 2024, pp. 45-49, doi: 10.46727/c.v1.16-17-05-2024.p45-49.

23. Demidova N., Bogdanova E. Сonceptual analysis of the Text as a Method of Teaching textual Activity at the Lessons of Russian as a native Language. Current Issues in Philology and Pedagogical Linguistics, 2019, vol. 35, no. 3, pp. 203-210, doi: 10.29025/2079-6021-2019-3-203-210.

24. Kang E. Analysis of the Continuity between Science Education Contents Presented in Kindergarten and Elementary School Curriculum. Journal of Korean Elementary Science Education, 2021, vol. 40, pp. 295-310, doi: 10.15267/keses.2021.40.3.295.

25. La Rocca C., Margottini M. The educator and educational continuity in the zerosei integrated system in Italy. Virtues, skills and world context. Revista Eletrônica de Educação, 2024, vol. 18, no. 1, p. e6927216, doi: 10.14244/reveduc.v18i1.6927.

26. Macedo A., Faria V. A relação entre gramática e produção textual na Base Nacional Comum Curricular. Cadernos Cajuína, 2025, vol. 10, no. 3, p. e1041, doi: 10.52641/cadcajv10i3.1041.

27. Mickan P. Functional linguistic perspectives in TESOL: Curriculum design and text-based instruction. TESOL in Context, 2023, vol. 31, no. 1, pp. 7-24, doi: 10.21153/tesol2022vol31no1art1697.

28. Millousheva-Boikina D. Synergetic Aspects of Continuity in Education. Science and Education a New Dimension. Pedagogy and Psychology, 2022, vol. X (102), no. 263, pp. 16-19, doi: 10.31174/SEND-PP2022-263X102.

29. Mullis I. V. S., Martin M. O., Foy P., Kelly D. L., Fishbein B. TIMSS 2019 International Results in Mathematics and Science. Boston College, TIMSS & PIRLS International Study Center, 2020. Available at: https://timssandpirls.bc.edu/timss2019/international-results/ (accessed: 10.12.2025).

30. Mumba C., Mkandawire S. The Text-based Integrated Approach to Language Teaching: Its Meaning and Classroom Application. Multidisciplinary Journal of Language and Social Sciences Education, 2019, vol. 2, no. 1, pp. 123-143.

31. PISA 2022 Results (Volume I): The State of Learning and Equity in Education. Paris, OECD Publishing, 2023. Available at: https://www.oecd.org/en/publications/pisa-2022-results-volume-i_53f23881-en.html (accessed: 10.12.2025).

32. Solen M., Pandey S., Moosvi F., Ottley A., Munzner T. Visualization Literacy or Skillset? Beyond the Analogy to Textual Literacy. Open Science Framework Preprints, 2025, doi: 10.31219/osf.io/9rc45_v1.

33. Tagose Jr R., Limpot M. The Mediating Effect of 21st Century Skills on the Relationship between Learning Environment and Self-Directed Learning. Asian Journal of Education and Social Studies, 2025, vol. 51, no. 8, pp. 1146-1159, doi: 10.9734/ajess/2025/v51i82305.

34. Truck-Biljan N., Molnar D. Is what we understand and imagine what we look for? The teachers' conceptualisation of textual coherence and its implications for classroom writing assessment. ExELL, 2024, vol. 12.2, pp. 131-152, doi: 10.51558/2303-4858.2024.12.2.131.

35. Urbano C. G., Gumangan M., Gustilo L., Capacete M. P. Reading and Writing Needs of Senior High School Students: The Case of Filipino Students in the Philippines. Modern Journal of Studies in English Language Teaching and Literature, 2021, vol. 3, no. 1, pp. 140-166, doi: 10.56498/31202154.

36. Vasil'evyh I. Teaching Analytical Textual Activity of Children for Skills Formation in Creating Their Own Texts. Primary Education, 2019, vol. 7, no. 2, pp. 26-32, doi: 10.12737/article_5caef4a1d073b0.54529271.

37. Vettori G., Bigozzi L., Incognito O., Pinto G. Contribution of Oral Narrative Textual Competence and Spelling Skills to Written Narrative Textual Competence in Bilingual Language Minority Children and Monolingual Peers. Frontiers in Psychology. Section Educational Psychology, 2022, vol. 13, doi: 10.3389/fpsyg.2022.946142.