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THE IMPACT OF READING ON COGNITIVE DEVELOPMENT AND
INFORMATION CULTURE
Raykhon Matsafayevna Babajanova
Head of the User Services Department
Bogot District Information and Library Center, Khorezm Region
Abstract:
The article highlights the role of reading in the intellectual and spiritual development
of an individual and its influence on shaping information culture. The process of reading is
interpreted as an important source for enriching human thinking, broadening worldview, and
developing independent and systematic reasoning skills. Through reading, students and young
people acquire a critical approach to receiving, processing, and evaluating information, while
also strengthening creative thinking and problem-solving abilities. In the context of the digital
society, reading serves not only as a source of knowledge but also as a tool for navigating
information flows, distinguishing reliable data, and perceiving it at the level of cultural values.
At the same time, reading plays a significant role in enhancing speech development, aesthetic
taste, and devotion to both national and universal values.
Keywords:
reading, cognitive development, thinking, critical thinking, information culture,
creative thinking, knowledge, digital society.
In the modern digital environment, the sharp increase in the flow of information requires
individuals to acquire skills in critical and creative thinking, searching for information,
evaluating, and processing it. The stable cognitive foundation of this process is largely formed
through reading: deep reading activates attention control, semantic analysis, memory, and
communication competencies in a complex manner, while also strengthening speech culture and
intellectual independence. The practice of “deep reading” involves analyzing the underlying
ideas and layers of meaning in the text, carefully examining the author’s position and logic of
arguments, comparing them with personal experience, and drawing conclusions. As a result, a
broad worldview, a culture of argumentation, and the ability to make responsible decisions are
developed.
Information culture consists of components such as searching for information, filtering it,
verifying reliability, citing sources, respecting copyright, and adhering to digital ethics. These
competencies are directly linked to reading: regular reading expands the semantic foundation,
protects individuals from false conclusions, and teaches how to distinguish facts from opinions,
as well as to compare statistical and textual evidence. Therefore, researching reading as a
fundamental mechanism for enhancing cognitive development and information culture is both
scientifically and practically relevant.
The purpose of this study is to theoretically and practically substantiate the impact of reading
on indicators of cognitive development (attention, memory, thinking, speech, critical and
creative thinking) and information culture (searching, evaluating, processing, ethical and social
responsibility). The relevance of the topic is manifested, on the one hand, in the need to support
deep reading competencies at a time when reading practices are competing with digital media
consumption, and on the other hand, in the educational system’s tasks of increasing functional
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literacy and media-information literacy. From a theoretical perspective, reading occurs at the
intersection of sociocultural and psychological factors that stimulate cognitive development.
During the reading process, concepts and categories expand through the language system,
semantic networks broaden, which in turn activates complex operations of thinking comparison,
generalization, induction, and deduction. Reflection during reading strengthens metacognitive
control: the reader monitors their own understanding, identifies unclear points, and consciously
chooses strategies (rereading, annotation, note-taking).
Reading is closely linked with attention and working memory. Processing the text in logical
blocks, tracking cause-and-effect chains, and following characters’ motivations develop working
memory capacity and the ability to “sustain attention.” At the same time, the enrichment of
vocabulary and regular interaction with syntactic structures make verbal thinking clearer and
more flexible; communication competencies, as well as the culture of written and oral expression,
are enhanced.
Critical and creative thinking components become especially active during reading.
Argumentative and scientific-popular texts require assessing the quality of evidence, source
reliability, interpretation of statistical data, and coherence between argument and conclusion.
Fiction, in turn, stimulates empathy and perspective-taking, activating creative mechanisms such
as finding alternative solutions and generating unexpected associations. The synergy of these two
dimensions increases the capacity to solve complex real-life problems.
In shaping information culture, reading serves as the main foundation. Strategies of working with
texts-keyword searching, annotation and note-taking, citation and source referencing, avoiding
plagiarism are naturally acquired through interaction with books. Individuals with strong reading
experience can more quickly compare sources in the digital environment, identify the author’s
intent, distinguish advertising and manipulative techniques, and apply basic fact-checking
methods.
Reading in digital environments also requires consideration. While screen reading facilitates
rapid scanning and navigation through hypertexts, it may lead to distraction and superficial
comprehension. Therefore, balancing digital and traditional reading, and introducing practices of
“slow reading” (annotated reading, highlighting, questioning, short written reflections) are
crucial. E-books and audiobooks, meanwhile, provide significant opportunities for inclusivity
and time management; with appropriate methodology, they also support deep understanding.
Sociocultural factors-family, school, library, and peer environment-play a decisive role in
shaping reading habits. Shared reading within the family, discussions about texts, and giving
children freedom in choosing books increase motivation. In educational institutions, working
with texts beyond textbooks, organizing “literature circles,” “booktalks,” small-scale research,
and project-based assignments requiring source analysis contribute to strengthening information
culture in practice. Libraries serve as a fundamental platform by offering curated collections,
digital catalogs, and training on media-information literacy.
Among the methodological solutions that determine the effectiveness of teaching reading
strategies are developing purposeful questions, creating “roadmaps” of text structure, writing
summaries and annotations, conducting intertextual comparisons, interpreting the author’s
standpoint, and reconstructing the chain of evidence and logic. In this process, learners develop
the ability to identify the type of source, genre features, audience, and communicative purpose.
Assessment and monitoring are also essential. Measuring reading comprehension only through
tests is insufficient; instead, short analytical notes, logical diagrams, infographics, oral defenses,
and argumentation based on sources should be employed to evaluate deep comprehension,
critical-creative approaches, and elements of information ethics in a comprehensive manner.
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At the level of practical recommendations, educational institutions may introduce reading weeks,
thematic library classes, “from book to idea” projects, interdisciplinary integrated reading
assignments, and curated digital reading pathways. For families, daily short reading rituals, free
conversations about texts, and considering children’s interests in book selection are effective
practices. For libraries, conducting practical workshops on media-information literacy alongside
digital resources, as well as compiling recommendation lists tailored to the local community,
prove beneficial.
Reading simultaneously activates multifaceted mechanisms of cognitive development and
fosters core competencies of information culture through practical exercises. In the digital age,
consciously managing this process-teaching deep reading strategies, cultivating habitual source
engagement, and creating systems of social support-is one of the most effective ways to enhance
personal intellectual potential and strengthen society’s information security.
References
1.Eshniyazova, M. (2021). Shaping a Culture of Reading – a Demand of the Time. Journal of
Information Society and Education Issues, No. 4, pp. 112–116.
2.Uteniyazov, Z. B. (2025). Pedagogical Methods for Developing Primary School Students’
Reading Literacy Based on a Competency Approach. Journal of Innovative Education, No. 1(25),
pp. 57–61.
3.Pardayevna, R. Z. N. (2025). The Role of Family and Society in Shaping Reading Culture.
Collection of Scientific Research, No. 2, pp. 83-88. Tashkent.
4.Wolf, M. (2008). Proust and the Squid: The Story and Science of the Reading Brain. New
York: HarperCollins, 336 p.
5.OECD. (2019). PISA 2018 Assessment and Analytical Framework: Reading, Mathematics and
Science. Paris: OECD Publishing, 324 p.
