DEVELOPING PRIMARY SCHOOL STUDENTS’ READING LITERACY BASED ON INTERNATIONAL ASSESSMENT REQUIREMENTS

Tursunova Parvina

Authors

Tursunova Parvina Author

Abstract

This study aims to develop theoretical and practical mechanisms for improving primary school students’ reading literacy based on international assessment conceptual frameworks. In the modern educational paradigm, reading literacy is understood as a broader concept than decoding and fluent reading; it encompasses text comprehension, information integration, critical-reflective evaluation, and the application of knowledge in real-life situations. The research systematizes the cognitive and metacognitive requirements of PIRLS (Grade 4 reading comprehension processes), PISA (functional literacy and contextual application), and EGRA (early-stage diagnostics) through a comparative-analytical method.

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