Research into reading difficulties in Russian has been taking place for about a century, since the 1920s. Early research established a line of studies on reading acquisition difficulties in the context of highly structured practices of teaching reading. These practices were propagated in the mid-late 19th century by Konstantin Ushinskii, who designed a mass system for the directed teaching of reading in Russian based on the mastery of spoken Russian (namely its phonics, phonology, orthography, and morphology). During the Soviet period, this approach was packaged in a universal system that included programs for children and adults, and appears to have been responsible for the high literacy rates (i.e., near 100%) at the end of the last century. In the 1990s, an explosion of diverse reading programs surfaced, claiming to offer a contrast to the Ushinskii system’s universal but “boring” content. Nevertheless, the Ushinskii system regained popularity in the early years of the 21st century. Reincarnated and modernized, it once again constitutes the foundation of reading instruction in Russian schools. This article investigates the distribution of various reading-related skills among Russian primary-school students (Grades 2–4) in the context of this universally strong approach to teaching reading.

自1920年代以来，对俄语阅读困难的研究已经进行了大约一个世纪。在高度结构化的阅读教学实践中，早期研究建立了一系列有关阅读习得困难的研究。这些做法是由康斯坦丁·乌辛斯基（Konstantin Ushinskii）在19世纪中叶传播的，他基于口语（即语音，语音，正字法和形态学）的掌握，设计了一套大规模的系统来指导俄语阅读教学。在苏联时期，这种方法被打包成一个通用系统，其中包括针对儿童和成人的程序，并且在上个世纪末似乎造成了较高的识字率（即接近100％）。在1990年代，各种各样的阅读程序浮出水面，声称与Ushinskii系统的普遍但“无聊”的内容形成对比。然而，乌申斯基系统在21世纪初重新流行。转世和现代化，它再次构成了俄罗斯学校阅读教学的基础。本文研究了在这种普遍有效的阅读教学方法的背景下，俄罗斯小学生（2-4年级）中与阅读相关的各种技能的分布情况。