ENHANCING EDUCATIONAL FOUNDATIONS: PREPARING PRIMARY SCHOOL STUDENTS IN UZBEKISTAN FOR PIRLS INTERNATIONAL ASSESSMENT SUPERVISION

Asqarova Shahnozaxon To’lqinjon qizi

doi:10.5281/zenodo.10205980

Asqarova Shahnozaxon To’lqinjon qizi

Abstract. The Progress in International Reading Literacy Study (PIRLS) is a globally recognized assessment that evaluates the reading comprehension skills of primary school students. For Uzbekistan, participating in PIRLS signifies a commitment to enhancing its education system and benchmarking student achievement on an international platform. This article explores the strategies employed in preparing primary school students in Uzbekistan for the PIRLS international assessment, focusing on the multifaceted approach adopted by educators, policymakers, and stakeholders to improve reading comprehension abilities

Keywords: PIRLS, reading comprehension skills, primary education, curriculum development, resource allocation, educational assessment, student readiness, parental involvement, educational challenges, equity in education, professional development, technology integration, assessment strategies, reading culture, literacy initiatives, educational reform

References:

1. 1.Law of the Republic of Uzbekistan. (2020). On education, No. LRU-637, September 23, 2020. Retrieved from https://lex.uz/ 2. 2.Law of the Republic of Uzbekistan. (2020). On education, No. LRU-637, September 23, 2020. Chapter 3, Article 23. Retrieved from https://lex.uz/ 3. 3.Adams, M.J. 1990. Beginning to Read: Thinking and Learning about Print. Cambridge, MA: MIT Press 4. Afflerbach, P., Pearson, P. D. & Paris, S. G. 2008. “Clarifying Differences between Reading Skills and Reading Strategies.” The Reading Teacher, 61, 5, 364-373. 5. Progress in International Reading Literacy Study. (n.d.). Retrieved from https://pirls.bc.edu/