Volume 02 Issue 09-2022
24
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
24-28
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article discusses methods of developing reading comprehension and listening comprehension skills based on text
analysis. Information is given that reading literacy is not just reading and learning the text, but understanding its
content, value, and degree of connection with life.
KEYWORDS
PIRLS, literacy, reading comprehension, skill.
INTRODUCTION
The ultimate goal of teaching reading literacy is for
students to make sense of the text. That is, students
will have to create new meanings, conclusions and
understandings in relation to ideas or information that
are not clearly explained during reading. In fact, the
texts created, regardless of the genre, type, are
created so that the reader can make clear or direct
conclusions. The student’s complete understanding of
the meaning, content and conclusion of the text
depends on several components, and here the activity
of the teacher becomes important.
M.
Asakarova’s
dissertation
on
the
topic
“Development of reading and text comprehension
skills in primary school students” writes the following:
“Due to learning difficulties, students have a persistent
Research Article
METHODS OF TEACHING PIRLS INTERNATIONAL RESEARCH TASKS TO
STUDENTS
Submission Date:
September 09, 2022,
Accepted Date:
September 18, 2022,
Published Date:
September 27, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue09-06
Mavlonbek A. Doniyarov
Lecturer, Department of Primary Education Methodology Jizzakh State Pedagogical University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 09-2022
25
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
24-28
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
negative attitude towards learning, which affects the
overall development of the individual. In such a
situation, special attention and control is necessary for
studying. All students develop reading skills, but not all
of them have the same level of listening and
comprehension skills. This shows that it is important to
choose effective methods and tools for teaching
students to read and understand the text. Therefore, it
is necessary to solve this issue from the primary
school” [2.15].
THE MAIN FINDINGS AND RESULTS
In the methodical guide created for primary school
teachers, methodologists and specialists in the field
called “Assessment of reading literacy of primary
school students in international studies” [3.17] sample
texts and methods of working with them are shown for
practical teaching of reading literacy. This guide
analyzes the story “A Strange Night” by Franz Hohler
as an example.
The text of the story is given on page 16 of the manual.
Below the text there are questions and their
comments to determine the level of understanding of
the text.
The text consists of 580 words, 6 of the 12 tasks
determining the student's understanding level are
given in the form of a test, and six in the form of a
written task.
If we consider the level of difficulty of the test
questions as 3 points (1 easy, 2 medium, 3 difficult),
these tests can be evaluated as a test between 2 and 3
points. The reason for this is that although the level of
difficulty of the questions is not very high, the fact that
the author of the text is a foreigner and the events take
place in another place may cause some difficulties for
the students. For example, the first question of the test
is as follows: What was the first symptom of a sudden
strange event? The answers to this test are as follows:
A.
Displacement of piles of magazines and
newspapers
B.
That Anina saw the magazine cover
C.
The door of his room was broken
D.
Anina hearing a rustling sound
Usually, a reader can ignore the story in one reading.
However, finding the answer to this test requires the
student to carefully remember the subject of the text
and concentrate. This is how the text of the story
begins:
“Since Anina was ten years old, she could easily go
from her room to the bathroom even when she was
sleepy. The door to her room was usually ajar, and a
lamp lit the hallway from where the telephone stood
to the bathroom.
One night, Anina was passing the telephone to the
bathroom when she heard a rustling sound. However,
being sleepy, she didn’t pay much attention to the
rustling. The sound seemed to come from far away. It
wasn’t until she was walking back to her room that he
noticed where the rustling was coming from. A pile of
old magazines and newspapers lying under the table
where the phone was standing was moving and this
sound was coming from that very place. Suddenly, a
pile of newspapers and magazines began to move to
the right, left, straight, back and scattered in all
directions.
Anina could not believe her eyes, because it seemed as
if a crocodile crawled out from under the phone table
with a screeching sound. Anina froze in place.
Anina’s eyes widened in surprise when she saw the
crocodile coming out of the pile of newspapers and
slowly looking around. Water was dripping from the
Volume 02 Issue 09-2022
26
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
24-28
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
div of the crocodile as if it had just come out of the
river. Wherever the crocodile stepped on the carpet, it
would be wet…” [3.17].
This test question, used to determine the level of the
student’s understanding of the text, serves to perform
several tasks at the same time: it reminds the student
of the subject of the text, determines the sequence of
events, encourages the use of imagination. The fact
that the student is forced to think in order to clarify this
situation can be considered as the achievement of the
most important goal.
One of the shortcomings of our current teaching
system is the inability to use questions that encourage
the student to think and observe, especially in the
conversation process related to text analysis. Usually,
when most teachers are asked to formulate questions
based on the passage above, “How old was Anina?”,
“Where was she going to wash herself?”, “What did
she see on the way?” they prefer to use easy and less
important questions like that. Such questions are
among the questions that require easy answers and
cannot gain importance for the student's level of
understanding. Where there is no understanding, there
is no understanding. When there is no understanding,
the outlook does not change.
In fact, all of the events in the test answer (the
movement of the pile of magazines and newspapers,
Anina seeing the cover of the magazine, the breaking
of the door to her room, Anina hearing a rustling
sound) happen in front of Anina’s eyes. Only the
reader’s ability to remember which event happened
first is a measure of his/her understanding of the text.
Because understanding the content of the text is
determined by how to understand the subject process
in it.
The second test pattern is as follows: Where did the
crocodile come from? The answers are based on the
events in the text:
A. From the bathroom
B. From the magazine cover
C. Under the bed
D. From a nearby river
Logically, everything can be true. However, we are
required to find the most correct answer based on the
subject of the text. In many cases, the reader quickly
reads the sequence of words and does not pay
attention to the narrative and content. This makes the
process of understanding the text difficult. The reader
is forced to look at the text again in order to
understand that “the crocodile came out of the pile of
newspapers and magazines” and to find the correct
answer.
The third test is
“Which sentence expresses Anina’s
fear?”
given on the basis of the question, and the fact
that this phrase is given in the text makes it easier for
students to find the answer to the test. The fact that
the phrase “to freeze in place” in the sentence “Anina
froze in place” is equivalent to the word “to be afraid”
in addition to learning the meaning of the phrase, it
also ensures that the reader learns the grammar based
on the context.
The fourth test is structured as follows:
4. Why did Anina think that the crocodile was going to
attack?
A. He showed his long teeth
B. It rustled loudly
Volume 02 Issue 09-2022
27
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
24-28
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
C. He screamed and made a noise
D. It moved slowly back and forth with its tail.
In the process of finding the answer to the test, the
student, in addition to knowing the sequence of the
content of the subject, also goes into the events. You
are forced to think about what is happening. Attention
to the content of the text appears to the reader. It is
formed from attention and observation. This process
creates a new, effective mechanism for understanding
the text.
In question-task 5 related to understanding the text, it
is required to show the sequence of events correctly:
“Represent the sequence of events in the story with
numbers. The number 1 is set”.
The sequence of events
is given in the following order:
_______ Anina saw a crocodile.
_______ The crocodile ate two flamingos.
___1___ Anina walked towards the bathroom.
_______ Anina reached her room in one jump and
closed the door.
_______ Anina tried to explain to her parents why she
broke the door.
The student should be able to correctly determine the
sequence based on the events he/she has read and
remembered.
In the tenth task, it is required to
“write one of the
events that happened as a result of the incident that
was difficult for Anina to explain to her parents”.
The
text ends as follows: “In the morning, it was very
difficult for Anina to explain to her parents where the
large wet spots on the floor came from and why the
door was broken. They still didn’t believe in the story
of the crocodile, despite the fact that their mother’s
hat had disappeared without a trace”.
CONCLUSION
It was difficult for Anina to explain all the events that
happened at night. Because these events happened
only in connection with Anina herself, her inner
experiences. Her inability to explain and prove what
happened causes her to fall into a difficult situation.
At this point, it is appropriate that each student’s
desire to justify or show Anina's shortcomings is
explained by their level of understanding of the work.
REFERENCES
1.
Resolution № 997 of December 8, 2018 of the
Cabinet of Ministers of the Republic of Uzbekistan
“On measures to organize international research in
the field of education quality assessment in the
public education system”.
2.
Asaqarova M. Author abstract of Doctor of
Philosophy (PhD) dissertation in Pedagogical
Sciences “Development of reading and text
comprehension skills in primary school students”.
Namangan.-2020. Page 15.
3.
Assessment of reading literacy of primary school
students in international studies (Methodological
guide for primary school teachers, methodologists
and specialists in the field). National Center for the
Implementation of International Research on the
Evaluation of the Quality of Education under the
Education Inspectorate. Tashkent, 2019, Page 16;
17.
4.
Husanboyeva
Q.P.
Scientific-methodological
foundations of teaching students to think
independently in literary education processes.
Candidate of Pedagogical Sciences thesis. –
Tashkent: 2006
Volume 02 Issue 09-2022
28
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
24-28
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
5.
PIRLS 2021 Assessment Framework. Ina V.S. Mullis,
Michael O. Martin. International Association for the
Evaluation of Educational Achievement (IEA),
TIMSS & PIRLS International Study Center, Lynch
School of Education, Boston College. 2019.
www.timssandpirls.bc.edu.
6.
Mother tongue and reading literacy [Text]:
methodical guide for 2nd grade teachers / I.
Azimova [et al.]. - Tashkent: Republican Education
Center, 2021. – P. 128.
