BOSHLANG'ICH SINF O'QUVCHILARIDA TUSHUNIB O'QISH KO'NIKMALARINI SHAKLLANTIRISHNING PEDAGOGIK AHAMIYATI VA METODIKASI

This article comprehensively investigates the pedagogical significance and practical methodology of developing reading comprehension skills among primary school students in Uzbekistan. Reading comprehension is evaluated not merely as a mechanical skill of text decoding, but as a complex cognitive profile essential for critical thinking and academic adaptation. Utilizing a qualitative, descriptive action research methodology, the study examines the root causes of reading comprehension gaps in grades 1 through 4. A balanced framework integrating cognitive scaffolding, context-based questioning, and active metacognitive reading strategies is proposed, highlighting its positive impact on lowering reading anxiety among young learners.