European International Journal of Pedagogics
224
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
224-227
DOI
3
OPEN ACCESS
SUBMITED
28 February 2025
ACCEPTED
29 March 2025
PUBLISHED
30 April 2025
VOLUME
Vol.05 Issue04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Study of Pedagogical-
Psychological Research of
Improving Reading
Literacy of Primary Grade
Students on The Basis of
Egra, Pirls International
Programs
N. Khuzhamkulova
Acting assiss. b. assoc. prof., Uzbek-Finnish Pedagogical Institute, Faculty
of Preschool and Primary, Education Department of Primary Education,
Uzbekistan
M. Khayitova
Assistant, Uzbek-Finnish Pedagogical Institute, Faculty of Preschool and
Primary, Education Department of Primary Education, Uzbekistan
K. Tursunova
Assistant, Uzbek-Finnish Pedagogical Institute, Faculty of Preschool and
Primary, Education Department of Primary Education, Uzbekistan
Abstract:
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
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European International Journal of Pedagogics
literacy, assessment systems, pedagogical research,
psychological
analysis,
teaching
methodology,
international programs, improving the quality of
education.
Introduction:
In the field of education, mastering
reading skills is the foundation for academic success
and lifelong learning. The ability to decipher written
language, understand its meaning, and engage
critically with texts is essential for acquiring knowledge
in the disciplines and navigating the complexities of
modern society. Recognizing the transformative power
of reading literacy, educators and stakeholders need to
implement innovative approaches to the education
system to enhance this essential skill in early childhood
students.
The
study
examined
pedagogical,
psychological, and organizational aspects that
contribute to improving reading literacy in early
childhood education, based on insights provided by
international programs such as the Early Childhood
Education Assessment (ECA) and the Program for
International Reading Literacy Learning (PIRLS). The
concept of “reading literacy” serves as the basis for
educational assessment systems such as the Early
Childhood Education Assessment (ECEA) and the
Program for International Reading Literacy Learning
(PIRLS). These programs provide broad definitions of
reading literacy, incorporating a variety of measures
and skills that are important for assessing students’
reading abilities. In this section, we will explore the
content of the understanding of reading literacy
presented in the international programs EGRA and
PIRLS, highlighting the main components and
indicators used to measure students' reading abilities.
Reading literacy is not simply the ability to decode a
single text, but a multifaceted skill that involves
understanding, analyzing, and extracting meaning
from a variety of texts. The EGRA and PIRLS programs
emphasize the broader perspective of reading literacy
beyond mechanical decoding. Reading literacy involves
understanding, interpreting, thinking critically, and
applying reading skills to real-world situations.
The components of the concept of “reading literacy” in
international assessment programs include: 1.
Decoding and word recognition. One of the key
components of reading literacy is the ability to
correctly decode and recognize words. This involves
understanding letter-sound relationships, identifying
sight words, and applying phonics principles to
increase familiarity with words. The EGRA and PIRLS
assessments often assess students' word recognition
and decoding skills. 2. Vocabulary. A good vocabulary
is essential for understanding written text. The EGRA
and
PIRLS
programs
emphasize
vocabulary
development as a key element of reading literacy. A
strong vocabulary enhances comprehension by helping
students understand the subtleties of language and
contextual meaning. 3. Comprehension. Central to
reading literacy is the ability to understand and
comprehend text. This involves understanding key
ideas,
identifying
supporting
details,
drawing
conclusions, and making connections between different
parts of the text. The EGRA and PIRLS assessment
programs measure students' level of comprehension
through tasks that require them to answer questions
and demonstrate understanding of the material. 4.
Fluency. Fluent reading involves both accuracy and
speed. Fluent readers are able to read text with a
smooth and consistent prosody (the system of
pronouncing stressed and unstressed, long and short
syllables in speech), which enhances comprehension.
The EAP and PIRLS programs recognize fluency as an
important aspect of reading literacy and may include
tasks that assess reading speed and expression. 5.
Reading strategies. Proficient students use a variety of
strategies to enhance their understanding of text. These
strategies include inferring, generalizing, imagining, and
asking questions while reading. EGRA and PIRLS
assessors can assess students' use of these strategies to
determine their level of reading literacy. The EGRA and
PIRLS programs use a series of indicators to assess
students' reading skills. These indicators provide an
understanding of students' proficiency in the
components of reading literacy that are covered in the
course.
They are as follows: 1. Oral reading fluency. Indicators
such as reading speed, clarity, and expression provide
insight into students' fluency and ability to read text
smoothly. 2. Comprehension questions. Tasks that
require students to answer questions based on text
assess their comprehension skills, including their ability
to identify main ideas, details, and summaries. 3.
Vocabulary assessment. Vocabulary-related tests can
include tasks that assess students' ability to identify
words in context and understand the meanings of
unfamiliar words. 4. Phonemic awareness. Some tests
assess students' awareness of phonemic elements
through tasks such as segmenting and blending sounds.
5. Text analysis. More complex assessments may
require students to analyze the structure and
organization of a text, identifying its purpose, tone, and
key
literary
elements.
The
comprehensive
understanding of reading literacy presented in the EGRA
and PIRLS programs emphasizes the multifaceted
nature of this skill. By assessing various components and
indicators, educators gain a holistic view of students'
reading abilities. Identifying strengths and areas of
improvement in vocabulary, comprehension, fluency,
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and strategy mastery allows for targeted interventions
to improve students' overall reading literacy. In the
international programs EGRA and PIRLS, the concept of
"Reading Literacy" extends beyond the scope of
reading mechanics to encompass a range of
components and indicators. These assessments
emphasize decoding, vocabulary, comprehension,
fluency, and strategies as important dimensions of
reading literacy. Systematic measurement of these
components allows educators to gain valuable
information about students' reading abilities and adapt
teaching methods that contribute to the meaningful
development of reading literacy.
Global efforts to improve reading literacy among
primary school students have led to the
implementation of assessment programs such as EGRA
and PIRLS. These programs have been widely adopted
in various regions, including Europe, Asia and
Uzbekistan, to assess reading comprehension skills and
implement targeted interventions. Below, we will
review a selection of pedagogical and psychological
studies conducted in these regions to assess the
effectiveness of the EGRA and PIRLS programs in
improving reading literacy among primary school
students. European studies. Studies conducted in
Europe have been aimed at studying the impact of the
EGRA and PIRLS programs on improving reading
literacy. In countries such as Finland and Sweden,
where the quality of reading skills is assessed, these
programs have been included in the curriculum to
improve pedagogical practice. A study by Sulkunen et
al. in Finland found that EGRA assessments provide
valuable insights into students' individual learning
needs, which allows teachers to tailor instruction and
interventions accordingly. The study showed that a
clear focus on core reading skills and comprehension
strategies led to significant improvements in students'
reading achievement. Similarly, a study by Andersson
and
Thunberg
in
Sweden
examined
the
implementation of PIRLS-based interventions. The
researchers found that structured assessment and
subsequent targeted instruction improved students'
vocabulary acquisition and comprehension skills.
These findings highlight the effectiveness of
integrating internationally recognized programs such
as PIRLS into local contexts to promote reading
literacy. Asian studies. The implementation of the
EGRA and PIRLS programs in Asian countries has also
shown promising results in increasing reading literacy.
In countries known for their strong focus on learning,
such as Singapore and Japan, these programs have
contributed to evidence-based pedagogical practices.
In Singapore, a study by Tan and Shaw (2015) found
that EGRA assessments help identify students’ reading
literacy skills early. Researchers have found that
subsequent interventions based on individual needs
improved students' phonemic awareness and decoding
skills. The use of Japanese PIRLS data to inform
instructional practices was explored in a study by
Takayama and Sasaki. Researchers have emphasized
that insights gained from PIRLS assessments have
helped educators select learning materials and
strategies that are appropriate for students’
developmental stages. The implementation of these
strategies has led to increased students’ reading
comprehension and interest in reading. Research in
Uzbekistan. In Uzbekistan, which is actively working to
improve its education system, the integration of the
EGRA and PIRLS programs has yielded positive results in
increasing reading literacy. A study by M. Ismailova et al.
evaluated the impact of EGRA-based interventions on
students' reading ability in Uzbekistan. The researchers
found significant differences in students' phonemic
awareness, vocabulary, and reading comprehension
skills. Furthermore, the study highlighted the
importance of aligning instructional practices with the
EGRA's core reading skills.
A recent study by S. Abdullayeva and M. Shukurova
focused on implementing PIRLS-based strategies in
Uzbekistan. The researchers found that targeted
interventions based on PIRLS data improved students'
ability to understand and analyze complex texts. This
study highlights the usefulness of international
assessment in developing local curricula and guiding
teaching practices. Studies on the effectiveness of the
EGRA and PIRLS programs in improving reading literacy
in different regions reveal a number of commonalities.
First, assessments provide teachers with valuable
information that allows them to identify individual
students' strengths and areas for improvement.
Counseling based on this information allows them to
implement targeted interventions that address specific
learning deficiencies. Secondly, the integration of the
EGRA and PIRLS frameworks into teaching practices that
focus on reading, comprehension, and vocabulary
development has consistently yielded positive results.
These programs provide teachers with a foundation for
developing evidence-based interventions that address
diverse learning needs. Therefore, the integration of
international assessment systems into local contexts
enhances the quality of education. Educators and
stakeholders recognize the importance of comparing
their students’ learning outcomes with international
standards, which helps in developing curricula and
making decisions. Pedagogical and psychological studies
conducted in various regions, including Europe, Asia,
and Uzbekistan, have shown the effectiveness of the
EGRA and PIRLS programs in improving reading literacy
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European International Journal of Pedagogics
among elementary school students. These studies
emphasize the importance of using data-based
assessments to identify students' learning needs and
tailor interventions accordingly. In addition, the
alignment of teaching practices with the components
emphasized by EGRA and PIRLS has led to a consistent
approach to improving vocabulary, comprehension,
and fluency skills. Furthermore, the integration of
international
assessment
systems
into
local
educational settings has facilitated evidence-based
pedagogical interventions and improved the quality of
teaching and learning. These programs are valuable
tools for educators, enabling them to align students'
reading skills with international standards, provide
guidance in curriculum development, and make policy
decisions. In conclusion, research findings from
different regions emphasize the universal impact of
the EGRA and PIRLS programs on improving reading
literacy. As we move forward in understanding how to
effectively improve reading skills, these studies
provide evidence about the importance of evidence-
based interventions and the role of international
assessment systems in improving reading literacy
among primary school students.
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