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ZENODO
Published
2025-11-19
Section
Articles
How to Cite
How to Cite
INTEGRATING PIRLS TASKS INTO PRIMARY MOTHER TONGUE EDUCATION WITHIN THE FRAMEWORK OF GLOBAL READING LITERACY STANDARDS
Gʻofurova Dilshodaxon
Fargʻona davlat universiteti Magistratura boʻlimi Ta’lim va tarbiya nazariyasi va metodikasi(boshlangʻich ta’lim) magistranti
Keywords: reading literacy, primary education, mother tongue instruction, global standards, comprehension skills, assessment integration, cognitive domains.
Abstract
This study explores the integration of PIRLS-based reading tasks into primary mother tongue education as a strategic approach to enhancing global reading literacy competencies. Grounded in contemporary international benchmarks, the research emphasizes the alignment between national curriculum requirements and PIRLS cognitive domains—retrieving information, making inferences, and interpreting ideas. The work highlights how culturally relevant texts, analytical questioning techniques, and competency-oriented reading activities can strengthen comprehension skills and elevate students' preparedness for international assessments. Special attention is given to methodological principles, the role of formative assessment, and the adaptation of task typologies to young learners’ developmental characteristics. The study concludes that embedding PIRLS-style tasks within native language instruction supports deeper literacy development and fosters globally competitive reading proficiency.
References
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