Study of Pedagogical-Psychological Research of Improving Reading Literacy of Primary Grade Students on The Basis of Egra, Pirls International Programs

Аннотация

This article analyzes the process of improving reading literacy of primary school students from a pedagogical and psychological point of view, based on international assessment systems - EGRA (Early Grade Reading Assessment) and PIRLS (Progress in International Reading Literacy Study). The study examines the role of these programs in developing reading literacy skills, their main evaluation criteria, and directions for improving the educational process based on their results. It also analyzes foreign and domestic scientific research on improving reading literacy of primary school students. The significance of this study is that it opens up opportunities for improving teaching methodologies based on international experience, developing approaches that meet national educational standards, and using effective methods to shape students' reading culture. Keywords: EGRA, PIRLS, primary school, reading European International Journal of Pedagogics 224 https://eipublication.com/index.php/eijp European International Journal of Pedagogics literacy, assessment systems, pedagogical research, development as a key element of reading literacy. A psychological analysis, teaching methodology, strong vocabulary enhances comprehension by helping international programs, improving the quality of students understand the subtleties of language and education. contextual meaning. 3. Comprehension. Central to reading literacy is the ability to understand and comprehend text. This involves understanding key Introduction: In the field of education, mastering ideas, identifying supporting details, drawing reading skills is the foundation for academic success conclusions, and making connections between different and lifelong learning. The ability to decipher written parts of the text. The EGRA and PIRLS assessment language, understand its meaning, and engage programs measure students' level of comprehension critically with texts is essential for acquiring knowledge through tasks that require them to answer questions in the disciplines and navigating the complexities of and demonstrate understanding of the material. 4. modern society. Recognizing the transformative power Fluency. Fluent reading involves both accuracy and of reading literacy, educators and stakeholders need to speed. Fluent readers are able to read text with a implement innovative approaches to the education smooth and consistent prosody (the system of system to enhance this essential skill in early childhood pronouncing stressed and unstressed, long and short students. The study examined pedagogical, syllables in speech), which enhances comprehension. psychological, and organizational aspects that The EAP and PIRLS programs recognize fluency as an contribute to improving reading literacy in early important aspect of reading literacy and may include childhood education, based on insights provided by tasks that assess reading speed and expression. 5. international programs such as the Early Childhood Reading strategies. Proficient students use a variety of Education Assessment (ECA) and the Program for strategies to enhance their understanding of text. These International Reading Literacy Learning (PIRLS). The strategies include inferring, generalizing, imagining, and concept of “reading literacy” serves as the basis for asking questions while reading. EGRA and PIRLS educational assessment systems such as the Early assessors can assess students' use of these strategies to Childhood Education Assessment (ECEA) and the determine their level of reading literacy. The EGRA and Program for International Reading Literacy Learning PIRLS programs use a series of indicators to assess (PIRLS). These programs provide broad definitions of students' reading skills. These indicators provide an reading literacy, incorporating a variety of measures understanding of students' proficiency in the and skills that are important for assessing students’ components of reading literacy that are covered in the reading abilities. In this section, we will explore the course. content of the understanding of reading literacy They are as follows: 1. Oral reading fluency. Indicators presented in the international programs EGRA and such as reading speed, clarity, and expression provide PIRLS, highlighting the main components and insight into students' fluency and ability to read text indicators used to measure students' reading abilities. smoothly. 2. Comprehension questions. Tasks that Reading literacy is not simply the ability to decode a require students to answer questions based on text single text, but a multifaceted skill that involves assess their comprehension skills, including their ability understanding, analyzing, and extracting meaning to identify main ideas, details, and summaries. 3. from a variety of texts. The EGRA and PIRLS programs Vocabulary assessment. Vocabulary-related tests can emphasize the broader perspective of reading literacy include tasks that assess students' ability to identif