PERSPECTIVES ON DEVELOPING READING LITERACY AMONG PRIMARY SCHOOL STUDENTS IN FOREIGN COUNTRIES

Abstract

This article provides a systematic analysis of perspectives and practical approaches to developing reading literacy among primary school students in the education systems of foreign countries. The study aims to examine international experience using a comparative approach. The findings identify six key areas as core foundational blocks: teaching reading, meaningful reading and text-based work, reading motivation and enjoyment, school–library cooperation, intensive interventions for struggling readers, and monitoring and accountability mechanisms. Using the examples of Finland, England, and Singapore, the article demonstrates how state policy, educational programs, and school-level practices are aligned. The paper concludes with a system of practical recommendations that can be adapted to primary education in Uzbekistan.