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METHODOLOGICAL FOUNDATIONS OF ANALYZING
LITERARY WORKS IN PRIMARY GRADES
Tillayeva Raykhona Tukhtasinovna
Head of the Department of Philology, Namangan State Pedagogical
Institute, Doctor of Philosophy (PhD) in Pedagogical Sciences, Associate
Professor
ORCID: 0000-0002-0018-5530
https://doi.org/10.5281/zenodo.15721400
ARTICLE INFO
ABSTRACT
Qabul qilindi: 10-Iyun 2025 yil
Ma’qullandi: 15-Iyun 2025 yil
Nashr qilindi: 23-Iyun 2025 yil
This article scientifically and methodologically
substantiates the need for viewing children's literature
in primary education as an independent subject, due to
literature's status as a separate academic discipline in
the general secondary education system. It also
discusses the stages and methods of working with
literary texts in primary school.
KEY WORDS
Literary text,
text
analysis,
expressive reading, ideological
foundations and themes of a work,
character system, plot line,
composition and figurative means,
development of students’ cognitive
activity.
The modern school’s tasks, the increased overall development of younger students, and
achievements in psychology and methodology require changes in the content and methods of
reading instruction in the classroom. Accordingly, the methodology for analyzing literary texts
has improved: repetitive retelling exercises were reduced; exercises that develop students'
creative thinking and ability to express their opinion on the text increased; students began
working with the whole text rather than its parts; students gained more independence in
understanding the ideas and characters of the work; a wider range of tasks, educational
technologies, and technical aids began to be used in teaching.
The curriculum developed in the 1960s defined text analysis skills to be formed in young
learners and clearly outlined reading proficiency requirements for grades 1–4. In the early
1970s, textbooks closer to real-life content and methodological tools were introduced. From
this point of view, the analysis of literary texts in primary school is based on the following
important methodological principles:
Analyzing the content of a work and developing reading skills (accurate, fluent,
conscious, expressive) should occur simultaneously. Assignments aimed at understanding the
content also serve to improve reading proficiency. Explaining the ideological foundation,
theme, characters, plot line, composition, and figurative tools of the work helps students
develop holistically and enriches their coherent speech (increasing and activating their
vocabulary). Relying on students’ life experiences is essential for consciously perceiving and
analyzing the content of the work.
In-class reading is viewed as an effective means to activate students’ cognitive activity,
expand their environmental knowledge, and develop scientific thinking.
One of the essential factors in analyzing a literary work is its emotional impact on
students. They should not only understand the author's message but also emotionally respond
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to the events described. The analysis should provoke thought, challenge students to compare
their life experiences with the events in the text. During the analysis, the aesthetic and artistic
value of the work should also be highlighted. Reading lessons aim to help students distinguish
between literary works, identify how writers use artistic means to depict life events and
characters, and develop independent reading and analytical skills. Through learning literary
concepts, students begin to grasp the meaning, message, and value of literary works.
Developing students’ speech also involves forming literary concepts. Through learning these
concepts, students understand that literature is a form of art and is deeply connected with life.
In primary grades, students are practically introduced to artistic tools such as epithets,
similes, personification, hyperbole, and literary genres including fairy tales, stories, fables,
poems, epics, proverbs, and riddles. Analyzing the language of literary works fosters love for
the native language, develops conscious reading skills, prepares students to deeply
understand the ideas of a work, and enriches their speech.
One reason fairy tales are well-received and enjoyed by children is the emotional, vivid
language, dynamic plot, and familiarity of speech. After reading, special attention should be
paid to its artistic language. For example, in the fairy tale “The Sixty-Gaz Rope,” expressions
like “everyone left their food and rushed to the battlefield” or “filled with rage… ran like the
wind” evoke vivid imagery. Discussing such passages not only develops students’ speech but
also encourages thinking and reasoning.
Fairy tales often use similes, personification, and hyperbole. Students should be taught
to explain them, identify them in texts, and use them in their own storytelling. After reading,
students analyze the figurative language in the text. This is important because meanings are
understood from the context. Especially in fables, figurative words help reveal allegory. Some
metaphorical expressions may confuse young readers and should be explained before
reading. For example, in Qudrat Hikmat’s poem “Harsh Wind,” similes and metaphors such as
“Snowflakes like cotton,” “Trees wear white hats,” and “Winter swallows the city like a
monster” are used. Students can be asked:
What does the poet compare snow to? (cotton fluff)
What do bus headlights resemble? (blinking eyes)
What does “the icy mirrors ate the cold” mean?
Proverbs also use figurative language. For instance, in “When trouble befalls the nation,
a real man is ready,” the word "head" is metaphorical. Students should be taught to compare
literal and figurative meanings.
Riddles also use figurative speech. In “Frost Grandpa sold rock candy, my hand froze
when I bought it,” we see simile. In “It works nonstop, doesn’t sleep at night,” personification
is used. Fables like “The Ant and the Hedgehog” and “The Stubborn Tortoise” contain phrases
such as “Stolen goods bring anxiety,” “Comfort for the soul,” “Shield for the div,” which
require interpretation. Questions like “When might such conflicts happen in real life?” and
“Can you give real-life examples?” help students reflect on and evaluate expressions.
Working on literary concepts and tools in primary grades fosters students’ creative
thinking and helps them develop a basic understanding of devices like personification, simile,
and exaggeration.
Reading methodology is based on principles developed by literary studies, psychology,
and pedagogy. To organize classroom reading properly, a teacher must consider the artistic
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features of the text, psychological stages of reading, and students’ perception and
comprehension skills. Teaching reading cannot rely solely on introducing a text. The
educational idea embedded in the text is revealed only when it is understood. The charm of a
literary work lies in its hidden meaning. Students are drawn in only when this meaning is
uncovered—achieved through learning literary-theoretical concepts and developing
analytical skills. During analysis, students should answer the teacher’s questions in their own
words. This supports logical thinking about events and correct judgment of characters’
actions. Questions must be goal-oriented and consistent to help students grasp the essence of
the text.
Reading books include literary works from different genres and popular-scientific
articles. The objective content of any literary work is reality—facts, their interactions, and life
itself. A work of fiction represents life through imagery, centering on humans and their
relationships with society and nature. The methodological principles of depicting reality
through images and conveying objective content with subjective evaluation are crucial. First,
the teacher focuses on how events and the author’s attitude toward them are portrayed
through images. Second, any literary work reflects events from a specific historical period.
Therefore, to read and understand the work properly, students should be introduced to the
historical context. Third, a writer’s life and views should be introduced appropriately for the
students’ age. Fourth, students should be taught to understand the ideological direction of the
work. The author's evaluation of life events and social issues forms the ideological essence of
the literary work.
Correctly organizing literary analysis requires attention to the unity of form and content.
The teacher considers the literary work’s artistic nature and students’ readiness when
planning the stages of analysis. All components—theme, composition, plot, figurative
language — are interconnected. Plot development reveals characters gradually. This approach
requires holistic reading and understanding. Teaching students how to analyze literary works
fosters their literary-aesthetic skills. Analysis of the text helps understand the author's
thoughts, emotions, and conclusions, and evokes personal responses to events. The teacher
must guide this process purposefully.
“The main goal of analyzing literary works in school is to introduce students to the
world of literature by revealing the life events expressed in the text and allowing them to
grasp the author’s attitude and intention. Literature cannot fulfill its educational role without
helping students understand the ideas and issues presented by the writer.”
When reading, students encounter the content of the work. During analysis, they turn to
its poetic tools. Reading enriches emotions and mind, while analysis helps uncover deeper
meaning.
The teacher must:
Determine the goal and content of working on the literary work.
Plan the stages of analysis.
Develop a system of tasks for each stage.
Decide on appropriate methods for studying the work.
Define the scope of knowledge, skills, and competencies to be achieved.
In primary school, working on literary texts consists of three main stages:
Stage 1 – First Synthesis: The main task is to ensure holistic perception of the text and
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familiarize students with its content and expressive tools.
Stage 2 – Analysis: This stage involves identifying plot development, characters’
behavior and traits, analyzing composition (conflict, climax, resolution), and evaluating
character actions with figurative expressions.
Stage 3 – Second Synthesis: This includes generalizing characters’ traits, comparing and
evaluating them, identifying the idea of the work, and recognizing it as a source of life
knowledge and art. Post-analysis, creative tasks may follow.
When analysis is purposeful, student engagement increases because it becomes a
creative process. Teaching fluent, expressive, and conscious reading also helps build analytical
skills. The link between reading skills and text analysis determines how analysis is
approached.
Stage 2—analysis—is the core. It identifies events, composition, character traits, and the
idea of the work. One key methodological principle is analyzing content in relation to its
figurative language. Another principle is integrating educational and instructional goals into
the process. These guide how students are taught and what questions they are asked during
analysis.
Various text-based activities are used during the analysis process.
1. Selective Reading. In this method, the student reads the specific part of the text
relevant to the assigned task. The task may involve clarifying the content of the work,
identifying cause-effect relationships, revealing artistic features, or expressing a personal
opinion about the text. Selective reading is the most effective method for working with texts.
It is used at all stages of text analysis, with various levels of complexity. In addition to
improving reading quality, it helps enhance students’ creative imagination, speech, and
thinking. The simplest form of selective reading involves content-related comprehension. It
develops both conscious and expressive reading skills and reinforces text analysis techniques.
Therefore, it is widely used in reading lessons. Selective reading is applied in the following
cases: when creating a plan of the text (e.g., finding a sentence that reflects the content of a
part of the text), describing a character (selecting material that reveals a specific trait or
action), or identifying the idea of the work (reading the part that conveys the main idea).
2. Students Answering Given Questions and Tasks in Their Own Words
This type of exercise improves students’ discussion skills regarding the content, helps
them evaluate the characters, and identify the relationship between the scenes depicted by
the author and the main idea. The questions should be goal-oriented, logically sequenced, and
encourage independent thinking.
In primary school reading lessons, such questions are categorized based on their
objectives:
a) Questions/tasks aimed at understanding and retelling the content.
b) Questions/tasks aimed at studying and mastering the language of the work.
These questions can be worked on in groups, pairs, or individually.
3. Teaching Students to Ask Questions
It is essential to teach students how to formulate their own questions, as a correctly
posed question is half the answer. When students create questions about a text, they pay
attention to key aspects and begin to understand the causal relationships between events,
leading to deeper comprehension and personal insights. This process guides them toward
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conscious and meaningful reading.
For example, based on Sh. Sa’dulla’s story “Qovun Sayli” (The Melon Fair), students are
asked:
– Read the first paragraph and compose a question based on it.
– Create vocabulary questions (e.g., define “bejirim” and “sertor”).
– Ask questions about the characters’ nature and their interactions.
Eventually, students will be able to pose both discussion and creative questions.
4. Describing the Text
Describing a text plays a key role in enhancing students’ creativity. Proper use of this
technique enables students to clearly visualize the life scenes depicted by the author. There
are two types of descriptions:
Verbal description
Graphic (visual) description
Verbal description is a complex activity requiring students to reconstruct scenes using
precise words. To do this effectively, students need a clear understanding of the event’s
context, the characters’ appearance, and their traits. It also improves vocabulary and
expressive skills.
Teachers use this method for various purposes: to develop an outline, prepare for
retelling, or clarify the setting. It can also be given as an independent task. For example,
students may be asked to describe a favorite scene from the text in words or draw it. In
classrooms with computers, students can complete graphic descriptions digitally, allowing
more creative freedom.
Students may be asked to: – Depict the sequence of events using a series of illustrations.
– Write a caption summarizing the main idea of each illustration.
This helps them understand the storyline, plan the structure of the story, and analyze
the text's artistic elements.
5. Creating a Plan (Outline) of the Text
Creating a plan helps students understand the content deeply, identify the main ideas,
determine event sequences, and see the logical flow of the text. It also enhances their thinking
and speaking skills. They learn to divide the text into meaningful parts, find the central idea in
each part, and express it clearly with a suitable heading. Preparation for this starts as early as
the literacy-learning stage. The simplest form is matching a given title to a short text. The
teacher emphasizes that a title should reflect the main idea and helps students analyze
whether their choices are appropriate.
Another preparation activity is selective reading under the teacher’s guidance, where
students find parts of the text that answer specific questions.
Planning activities are carried out step-by-step, following the principle “from simple to
complex.” For instance:
– In Grade 1, students choose question-form headings for small texts with the teacher’s
help.
– In Grade 2, they create outlines using both question and declarative sentences.
– In Grade 3, outlines are created collectively.
– In Grade 4, students write outlines independently.
The simplest form of a plan is a pictorial plan. Initially, students are trained to match
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pictures with corresponding parts of a text. Later, they describe the scene verbally instead of
being given a ready-made image. After reading and analyzing the story section by section,
they draw pictures, give each a title, and these titles are used to create the plan.
Students then progress to logical outlines. The steps include:
The teacher writes headings (in mixed order) on the board. Students match each
heading to a part of the pre-divided text. During analysis, students identify the main idea of
each part and create titles, which the teacher writes on the board as a plan. Students read a
continuous text and use a list of headings to divide it into parts. Students identify logical
sections in a continuous text and match them with headings provided in random order. Once
students develop planning skills, they are able to independently divide a text into parts and
write outlines using declarative or nominal sentence forms, ensuring consistency throughout
the plan.
Conclusion
To foster interest and understanding of literature, it is essential to teach students
effective text analysis strategies. Helping them identify the main and significant elements in a
literary work strengthens their analytical skills and appreciation of literature.
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