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Vol. 13 No. 03 (2026)
Volume 13 Issue 03

Articles

TECHNOLOGY FOR ORGANIZING PRIMARY EDUCATION READING LITERACY LESSONS BASED ON AN INTEGRATED APPROACH

Published 2026-03-27

  • Ernazarova Laylo Abdusaitovna, Saidahmadova Gulrux Farrux qizi

Ernazarova Laylo Abdusaitovna, Saidahmadova Gulrux Farrux qizi
Samarkand state Pedagogical Institute

Abstract

In the modern educational system, the development of reading literacy among primary school students remains one of the key priorities of global pedagogy. Within traditional approaches, the separation of reading, writing, and subject disciplines limits the full development of learners’ cognitive and communicative potential. The results of PISA 2022 indicate a decline of 10 points in reading performance across OECD countries, marking the largest drop in history. However, within the context of primary education in Uzbekistan, the adaptation of integrative approaches to the specific features of the national language, as well as their long-term impact, has not yet been sufficiently studied.

This study aims to identify the theoretical foundations of implementing an integrative approach in primary school reading literacy instruction and to empirically substantiate its practical effectiveness. The findings reveal that, in experimental groups where the integrative approach was applied, students’ reading comprehension increased by an average of 28%, while vocabulary growth reached 31%. The scientific novelty of the study lies in proposing a model of integrative lesson technology adapted to the Uzbek educational context, based on Kim’s (2022) Interactive Dynamic Literacy Model. The results provide practical implications for improving the professional training of primary school teachers and for reforming the national curriculum.

 

Keywords

reading literacy, integrative approach, primary education, reading comprehension, teaching technology, literacy model, constructivism

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