INTEGRATING PIRLS TASKS INTO PRIMARY MOTHER TONGUE EDUCATION WITHIN THE FRAMEWORK OF GLOBAL READING LITERACY STANDARDS

ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 640 INTEGRATING PIRLS TASKS INTO PRIMARY MOTHER TONGUE EDUCATION WITHIN THE FRAMEWORK OF GLOBAL READING LITERACY STANDARDS Fargʻona davlat universiteti Magistratura boʻlimi Ta’lim va tarbiya nazariyasi va metodikasi(boshlangʻich ta’lim) magistranti Gʻofurova Dilshodaxon Toxirjon qizi Annotation:This study explores the integration of PIRLS-based reading tasks into primary mother tongue education as a strategic approach to enhancing global reading literacy competencies. Grounded in contemporary international benchmarks, the research emphasizes the alignment between national curriculum requirements and PIRLS cognitive domains—retrieving information, making inferences, and interpreting ideas. The work highlights how culturally relevant texts, analytical questioning techniques, and competency-oriented reading activities can strengthen comprehension skills and elevate students' preparedness for international assessments. Special attention is given to methodological principles, the role of formative assessment, and the adaptation of task typologies to young learners’ developmental characteristics. The study concludes that embedding PIRLS-style tasks within native language instruction supports deeper literacy development and fosters globally competitive reading proficiency. Keywords:PIRLS, reading literacy, primary education, mother tongue instruction, global standards, comprehension skills, assessment integration, cognitive domains. In the era of accelerating global educational transformations, the ability to read meaningfully, interpret texts critically, and apply comprehension skills in real contexts has become one of the central indicators of a child’s academic and social development. International assessments such as PIRLS have emerged as powerful benchmarks for evaluating students’ reading literacy against global standards, encouraging nations to strengthen their curricular and methodological foundations. Integrating PIRLS-type tasks into Mother Tongue instruction in the early grades therefore represents not merely an adaptation of assessment tools, but a deeper pedagogical renewal aimed at nurturing learners who can think beyond the text, perceive subtle meanings, identify authorial intentions, and construct original interpretations. Within this process, the Mother Tongue serves as the cognitive and emotional bridge through which young readers develop their worldview, linguistic intuition, and cultural identity. Aligning this foundational subject with PIRLS frameworks supports a futureoriented approach in which local literary richness coexists with universal standards of reading ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 641 literacy. Consequently, the integration of PIRLS-based task typologies becomes a strategic step toward elevating comprehension performance, enhancing curriculum relevance, and preparing students for participation in an interconnected global knowledge environment. The methodological basis of this study relies on a combination of analytical, comparative, and interpretive approaches aimed at examining how PIRLS-type tasks can be effectively embedded into the structure of primary Mother Tongue education. The research first analyzes the cognitive domains defined by PIRLS—retrieving explicit information, making straightforward inferences, interpreting and integrating ideas, and evaluating content and textual elements—and relates these domains to the competencies required in national Mother Tongue curricula. By mapping these correspondences, the study identifies methodological opportunities for designing culturally aligned PIRLS-style tasks using local texts, folk tales, poems, scientific-popular passages, and short narratives frequently encountered in the classroom. The methodological process also includes task adaptation, where authentic PIRLS practices are reshaped to preserve cultural relevance while maintaining international cognitive rigor. Classroom-based observation, review of existing textbooks, and expert evaluation are employed to ensure pedagogical appropriateness for early-grade learners. The creation of sample tasks involves gradual scaffolding, attention to linguistic complexity, and alignment with gradeappropriate reading skills. The methodology further incorporates qualitative reflections from teachers regarding feasibility, student engagement, and developmental suitability, allowing the integrated tasks to be refined according to real pedagogical conditions. Through this holistic approach, the study establishes a practical methodological model for embedding PIRLS-aligned reading literacy tasks into the Mother Tongue curriculum in a manner that strengthens comprehension skills, respects cultural context, and supports global reading literacy benchmarks. The integration of PIRLS-type reading tasks into primary mother-tongue education significantly strengthens students’ comprehension abilities and aligns national literacy outcomes with global standards. The study demonstrates that systematically designed questions deepen learners’ interaction with text, encourage critical engagement, and promote metacognitive awareness. When culturally meaningful texts are combined with structured PIRLS-aligned questioning, young learners develop not only stronger reading skills but also a broader understanding of how information is constructed and interpreted. For teachers, PIRLS integration provides a clear framework for planning lessons that nurture advanced literacy competencies from early grades. For learners, it offers a pathway toward achieving internationally recognized reading proficiency levels. Ultimately, this approach contributes to ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 642 building a generation of readers who are analytical, thoughtful, and capable of participating fully in the global knowledge society. References 1. Mullis, I. V. S., Martin, M. O., & Sainsbury, M. 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