The purpose of the study considered in the article was to identify problems in the organization of semantic reading in future informatics teachers. The following research methodology was used: each of 20 students chose a paragraph of the 7th grade informatics textbook and developed a computer presentation for organizing semantic reading using the technique "Make up questions to which there are answers in the text". Difficulties and methodological errors of students were analyzed, their causes were eliminated. As a result, seven components of the educational text were identified: a definition; stages of topic development or comparison of different situations; characteristics or properties of objects; actions; a system of elements; the solution of the problem; an image or a table accompanying the text. Examples of questions when working with each of the text objects are summarized. The problem of systematizing the results of semantic reading is highlighted, it is suggested to compose a semantic map of the topic with students in a dialogue with the teacher. Using a computer presentation, when a fragment of text from a textbook is presented on the slide, leaves the problem of splitting the text into parts unsolved. It was suggested to use pre-defined tasks: 1) to divide the text into semantic parts; 2) to give each part a title. The problem of organizing students' notes when reading a textbook has been identified and it was proposed to use handouts with spaces that are filled in when analyzing the text. The research results in the form of computer presentations can be used by an informatics teacher. Theoretical conclusions and the technology of their application can be used for further research of the organization of semantic reading (on other topics of informatics, in other academic subjects), as well as in the search for new methodological solutions related to the organization of semantic reading.