This article explores the linguodidactic principles essential for developing semantic reading skills in foreign language teaching. Semantic reading is viewed as an active cognitive process in which learners construct meaning through linguistic knowledge, prior experience, and psychological mechanisms. Using a multilayered methodology grounded in Pavlov’s two-signal theory, Kintsch’s comprehension model, and CEFR guidelines, the study identifies key principles such as authenticity, graduality, cognitive activation, and integrativeness. Findings show that effective semantic reading requires balanced bottom-up and top-down processing, purposeful strategy instruction, and the selection of meaningful, level-appropriate texts. The study concludes that semantic reading enhances not only comprehension but also critical thinking, emphasizing the need for further research on digital tools that support deeper semantic processing.  

Semantic reading, linguodidactics, cognitive processes

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