Improving Reading Literacy of Inclusive Classroom Students Based on The Requirements of The Pirls International Assessment Program

Authors

Rahmatullayeva Sabohat Sa’dullayevna

Shahrisabz State Pedagogical Institute, Teacher of Primary Education Methodology, Uzbekistan

DOI:

https://doi.org/10.37547/pedagogics-crjp-07-04-21

Keywords:

PIRLS reading literacy inclusive education technologies

Abstract

This article provides an in-depth analysis of ways to improve reading literacy in inclusive classrooms based on the requirements of the international assessment program PIRLS (Progress in International Reading Literacy Study). The article examines in detail the role of inclusive educational technologies, in particular, practical examples of augmentative and alternative communication (AAC) tools, in implementing the PIRLS goals (literary experience and information acquisition) and the four comprehension processes (finding information, inferring, integrating, and evaluating) for students with special needs.

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References

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Rahmatullayeva Sabohat Sa’dullayevna. (2026). Improving Reading Literacy of Inclusive Classroom Students Based on The Requirements of The Pirls International Assessment Program. Current Research Journal of Pedagogics, 7(04), 119–122. https://doi.org/10.37547/pedagogics-crjp-07-04-21

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