ISSN: 2582-4686 SJIF 2021-3.261,SJIF 2022-
2.889, 2024-6.875 Resea chBib IF: 9.948 / 2024
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INTEGRATING PIRLS TASKS INTO PRIMARY MOTHER TONGUE EDUCATION
WITHIN THE FRAMEWORK OF GLOBAL READING LITERACY STANDARDS
Fa gʻona da la uni e si e i Magis a u a boʻlimi Ta’lim a a biya naza iyasi a
me odikasi(boshlangʻich a’lim) magis an i
Gʻo u o a Dilshodaxon Toxi jon qizi
Anno a ion:This s udy explo es he in eg a ion o PIRLS-based eading asks in o p ima y mo he
ongue educa ion as a s a egic app oach o enhancing global eading li e acy compe encies.
G ounded in con empo a y in e na ional benchma ks, he esea ch emphasizes he alignmen be ween
na ional cu iculum equi emen s and PIRLS cogni i e domains— e ie ing in o ma ion, making
in e ences, and in e p e ing ideas. The wo k highligh s how cul u ally ele an ex s, analy ical
ques ioning echniques, and compe ency-o ien ed eading ac i i ies can s eng hen comp ehension
skills and ele a e s uden s' p epa edness o in e na ional assessmen s. Special a en ion is gi en o
me hodological p inciples, he ole o o ma i e assessmen , and he adap a ion o ask ypologies o
young lea ne s’ de elopmen al cha ac e is ics. The s udy concludes ha embedding PIRLS-s yle
asks wi hin na i e language ins uc ion suppo s deepe li e acy de elopmen and os e s globally
compe i i e eading p o iciency.
Keywo ds:PIRLS, eading li e acy, p ima y educa ion, mo he ongue ins uc ion, global s anda ds,
comp ehension skills, assessmen in eg a ion, cogni i e domains.
In he e a o accele a ing global educa ional ans o ma ions, he abili y o ead meaning ully,
in e p e ex s c i ically, and apply comp ehension skills in eal con ex s has become one o he cen al
indica o s o a child’s academic and social de elopmen . In e na ional assessmen s such as PIRLS
ha e eme ged as powe ul benchma ks o e alua ing s uden s’ eading li e acy agains global
s anda ds, encou aging na ions o s eng hen hei cu icula and me hodological ounda ions.
In eg a ing PIRLS- ype asks in o Mo he Tongue ins uc ion in he ea ly g ades he e o e ep esen s
no me ely an adap a ion o assessmen ools, bu a deepe pedagogical enewal aimed a nu u ing
lea ne s who can hink beyond he ex , pe cei e sub le meanings, iden i y au ho ial in en ions, and
cons uc o iginal in e p e a ions. Wi hin his p ocess, he Mo he Tongue se es as he cogni i e and
emo ional b idge h ough which young eade s de elop hei wo ld iew, linguis ic in ui ion, and
cul u al iden i y. Aligning his ounda ional subjec wi h PIRLS amewo ks suppo s a u u e-
o ien ed app oach in which local li e a y ichness coexis s wi h uni e sal s anda ds o eading
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li e acy. Consequen ly, he in eg a ion o PIRLS-based ask ypologies becomes a s a egic s ep
owa d ele a ing comp ehension pe o mance, enhancing cu iculum ele ance, and p epa ing
s uden s o pa icipa ion in an in e connec ed global knowledge en i onmen .
The me hodological basis o his s udy elies on a combina ion o analy ical, compa a i e, and
in e p e i e app oaches aimed a examining how PIRLS- ype asks can be e ec i ely embedded in o
he s uc u e o p ima y Mo he Tongue educa ion. The esea ch i s analyzes he cogni i e domains
de ined by PIRLS— e ie ing explici in o ma ion, making s aigh o wa d in e ences, in e p e ing
and in eg a ing ideas, and e alua ing con en and ex ual elemen s—and ela es hese domains o he
compe encies equi ed in na ional Mo he Tongue cu icula. By mapping hese co espondences, he
s udy iden i ies me hodological oppo uni ies o designing cul u ally aligned PIRLS-s yle asks
using local ex s, olk ales, poems, scien i ic-popula passages, and sho na a i es equen ly
encoun e ed in he class oom. The me hodological p ocess also includes ask adap a ion, whe e
au hen ic PIRLS p ac ices a e eshaped o p ese e cul u al ele ance while main aining in e na ional
cogni i e igo . Class oom-based obse a ion, e iew o exis ing ex books, and expe e alua ion a e
employed o ensu e pedagogical app op ia eness o ea ly-g ade lea ne s. The c ea ion o sample
asks in ol es g adual sca olding, a en ion o linguis ic complexi y, and alignmen wi h g ade-
app op ia e eading skills. The me hodology u he inco po a es quali a i e e lec ions om eache s
ega ding easibili y, s uden engagemen , and de elopmen al sui abili y, allowing he in eg a ed asks
o be e ined acco ding o eal pedagogical condi ions. Th ough his holis ic app oach, he s udy
es ablishes a p ac ical me hodological model o embedding PIRLS-aligned eading li e acy asks
in o he Mo he Tongue cu iculum in a manne ha s eng hens comp ehension skills, espec s
cul u al con ex , and suppo s global eading li e acy benchma ks.
The in eg a ion o PIRLS- ype eading asks in o p ima y mo he - ongue educa ion signi ican ly
s eng hens s uden s’ comp ehension abili ies and aligns na ional li e acy ou comes wi h global
s anda ds. The s udy demons a es ha sys ema ically designed ques ions deepen lea ne s’ in e ac ion
wi h ex , encou age c i ical engagemen , and p omo e me acogni i e awa eness. When cul u ally
meaning ul ex s a e combined wi h s uc u ed PIRLS-aligned ques ioning, young lea ne s de elop
no only s onge eading skills bu also a b oade unde s anding o how in o ma ion is cons uc ed
and in e p e ed.
Fo eache s, PIRLS in eg a ion p o ides a clea amewo k o planning lessons ha nu u e
ad anced li e acy compe encies om ea ly g ades. Fo lea ne s, i o e s a pa hway owa d achie ing
in e na ionally ecognized eading p o iciency le els. Ul ima ely, his app oach con ibu es o
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building a gene a ion o eade s who a e analy ical, hough ul, and capable o pa icipa ing ully in
he global knowledge socie y.
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