International Journal of Pedagogics
115
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue02 2025
PAGE NO.
115-117
10.37547/ijp/Volume05Issue02-30
Current state of assessment of reading literacy of primary
school pupils based on text analysis
Abdurazakova Nurjamal Salimatdinovna
Trainee-Teacher of Nukus state pedagogical institute named after Ajiniyaz, Uzbekistan
Received:
11 December 2024;
Accepted:
13 January 2025;
Published:
15 February 2025
Abstract:
This article provides information on the current state of assessment of reading literacy in primary school
pupils based on text analysis.
Keywords:
Text, assessment, knowledge, skill, reading literacy, pedagogical, psychological, expressive reading.
Introduction:
In teaching the sciences defined in the
curricula of the madrasahs of our country, special
attention is paid to the assimilation of the content of
the text by pupils, the choice of teaching methods in
this regard. These include: analysis of the text,
conducting discussions on its content, expressing the
subtle meaning of the word, revealing the essence of
the object-phenomenon, identifying symbols, proving
certain situations based on evidence, listening and
listening culture. Today, they are considered the main
aspects that should be paid attention to the formation
of reading literacy. From this, it becomes clear that
reading literacy existed in the ancient East centuries
ago. Methodologist M. Tursunova, in her book
"Methods of Teaching Literature in Madrasah
Education," analyzes the important aspects of teaching
methods adapted to the study of complex texts. In
particular, it elucidates the essence of various methods
such as ilmi sharh (science of commentary), ilmi tahlil
(science of analysis), usuli hijoiya tahajji (method of
spelling), ilmi munozara (science of debate, also known
as ilmi xilofiyat), ilmi qiroat (science of recitation), ilmi
fasohat (science of eloquence, also called fasoha disor),
ilmi bayon (science of rhetoric), ilmi g'ariba g'ayb
(science of the unusual and unseen), g'arib (strange or
unfamiliar), ilmi maoniy (science of meanings), ilmi
insho (science of composition), ilmi muammo (science
of puzzles), ilmi mantiq (science of logic), ilmi
muhozirot (science of lectures), ilmi kalom (science of
theology), ilmi imlo (science of orthography), and ilmi
sam'o (science of audition). Additionally, it explains the
impact of these methods on the knowledge and skills
that need to be developed in pupils. .
As noted in the "National Curriculum" for Literature,
"the assimilation of literary texts in primary grades is
considered as a process consisting only of
memorization, listening comprehension, and retelling,
and little attention is paid to pupils' independent
thinking about the studied literary works, which leads
to the fact that pupils do not feel the literary work and,
consequently, are not interested in it2." These aspects
are closely related to the issue of assessing pupils'
reading literacy based on text analysis.
Reading literacy in primary school pupils is developed
by differentiating the specific aspects of text types from
a genre perspective, mastering the content of the text,
reading and understanding it, creative thinking and
critical thinking about what is read, drawing necessary
conclusions, and forming literary and speech
competence based on the text.
Reading literacy skills in pupils are mainly realized
through working with text. There are a number of signs
that justify the essence of working with the text, which
are explained by the fact that information finds its
expression in written form, is complete in content, and
has the character of forming a certain attitude towards
reality in the reader. In our opinion, when illuminating
the ideological and theoretical interpretation of the
concept of "text," in addition to the above, it is
advisable to include its composition, plot, structural
structure, interrelationship and connection between
structural elements; belonging to a certain field;
providing information within a specific topic; having a
International Journal of Pedagogics
116
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International Journal of Pedagogics (ISSN: 2771-2281)
narrative style; focusing on a specific subject; serving
the intended purpose.
Text is a process of personal or social speech activity
performed by means of writing and its reflected result,
a document that is written and contains a certain
complete information.
"Text is a means of coordinating, managing, and uniting
human activity; a communicative unit capable of
prompting people to various linguistic and non-
linguistic actions, encouraging them, ensuring their
mutual understanding, and in a broad sense, a tool
(code) of social cooperation is a communication link
(channel)3". "Text refers more to written speech: the
topic, epigraph, paragraph, marking the boundaries of
sentences, parts of the text, punctuation marks are
related to written speech. Consequently, most of the
rules regarding text structure are also intended for
written speech4." In our opinion, reading literacy is
closely related to the informativeness of texts, which is
also characterized to a certain extent by pupils'
interpretation of the underlying meaning of the
content.
Involving pupils in working with texts in primary grades
is a pedagogical process that demonstrates its specific
features. Like any pedagogical process, it is necessary
to take into account certain psychological, pedagogical,
and methodological requirements when working with
text in primary grades. Only then will primary school
pupils acquire certain knowledge through working with
text, acquire fluent and conscious reading skills, enrich
their speech, and develop thinking abilities. As a result,
the formation of qualification requirements provided
for in the State Educational Standards and curricula is
achieved.
The extent to which a pupil can express their thoughts
meaningfully, clearly, and correctly allows us to
determine the level of their educational and cognitive
activity, as well as their skills and abilities. Questions
and assignments on the perception and assimilation of
the essence of the text in reading lessons should make
pupils think, be aimed at using the phrases and artistic
means used by the author when answering, and
encourage them to use more new words and phrases in
speech.
Having the skill of reading a text is, first of all, one of
the important factors enriching the pupil's speech. Any
lesson, being an independent part of teaching, serves
the implementation of educational, developmental,
and upbringing goals.
Teaching pupils to think creatively, independently, and
logically, to analyze, and to express their attitude
towards the text requires great skill from the teacher.
A literary text is not just information, but an important
tool in determining the leading idea and its artistic
expression.
Therefore,
"improving
pupils'
communicative literacy (expanding vocabulary, the
level of creative thinking, social communication -
improving the skills of written and oral expressive
thinking, forming the skills of independent text
creation)... teaching them to differentiate text types
(poetic,
prose,
scientific,
artistic,
journalistic,
grammatical,
educational,
artistic-symbolic,
documentary,
monological,
diological)"5
is
a
methodological necessity.
Before defining the ways of working with text in
primary education, it is necessary to clarify the
theoretical aspects of the meaning of this concept, its
structure and components. In particular, the term
"text" in the "National Encyclopedia of Uzbekistan" is
interpreted as follows:
"Text - 1) a written or printed work, speech (as well as
a fragment thereof); 2) pictures, tables in books,
newspapers, magazines, etc. Part outside of
decorations: the part of an official document, etc., that
differs from the various indicators (reviews, notes)
contained in them; 3) words written to musical works
(opera, romance, etc.).6
Text - a person's thought associated with a certain
material medium; a general consistent and complete
sequence of signs. There are two main interpretations
of this concept, such as "immanent," which expresses
an
expanded,
philosophical
meaning,
and
"representative," which reflects a specific relationship.
The immanent approach, reflecting an objective
attitude towards reality in the text, implies paying
attention to the illumination of its internal structure by
a third person.
The representative approach, on the other hand,
means considering the text as a special form of
presenting information about external reality7.
In linguistics, the term "text" is used in a wide range,
including in examples of oral speech. Text perception is
studied within the framework of text linguistics and
psycholinguistics. Speaking about the properties of a
text, I. R. Galperin defines it as follows: "A text is a
written message, objectified in the form of a written
document, consisting of a series of statements united
by
various
lexical, grammatical,
and
logical
connections, having a moral character, a pragmatic
attitude, and, accordingly, a literary processing of a
certain feature"8.
From the above, it can be said that a text is a written
and printed work, a document, a speech, or a passage
of speech as an expression of a certain topic.
International Journal of Pedagogics
117
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International Journal of Pedagogics (ISSN: 2771-2281)
The written form of speech is text. In this sense, just as
any speech is an expression of a certain thought, any
text is the materialization of the same relationship in
written form. According to the methodological
essence, the text is divided into: scientific text (thesis,
article, lecture, annotation, reviews); literary text
(prose and poetic works); official text (certificate,
decision, order, description, recommendations);
popular text (articles, conversations, congratulatory
and address speech texts).
A text is a piece of speech on a specific topic, which,
depending on the forms of speech, can be written or
spoken. Their difference lies in the fact that in written
text, letters and punctuation marks are used, while in
oral speech, sound, timbre of sound (sound pitch or
pitch), intonation, pronunciation, and gestures are
used. Both forms of text are created through words
and, depending on the nature of expression, appear as
one person's speech (monologue) or as the speech of
two or more persons (dialogue).
Text, as a speech phenomenon, is a semantic
combination of more than one sentence. From the
meaningful combination of three words, such as
"Morning. The surroundings brightened," to large-
scale works can serve as examples of a text.
In the text, objects or events are described and
reported on: the speaker's attitude is revealed.
In general education schools, when compiling a text,
attention is mainly paid to the presence of sentences,
paragraphs, and certain small parts. They play a special
role in the creation and formation of text.
Educational texts on the grammatical structure of the
native language, the interpretation of linguistic
concepts and definitions play an important role in the
formation of theoretical knowledge, skills, and abilities.
Educational texts serve the purpose of providing
knowledge and upbringing.
In general education schools, attention is also paid to
reference texts and creative descriptive texts. Simply
informing about a past event or current situation is a
characteristic feature of the reference text, in which,
mainly, stylistically neutral words are used. A text
created on the basis of the speaker's or writer's
attitude towards an event, reality, is considered
creative-descriptive. Expressing opinions about certain
events, objects, and individuals, describing and
explaining them with artistic and visual means and
evidence are characteristic features of a creative-
descriptive text. An essay can serve as an example of a
creative-descriptive type of text.
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