THE ROLE OF PEARLS TASKS IN INCREASING THE CREATIVE ACTIVITY OF PRIMARY SCHOOL STUDENTS

This article analyzes the methodological potential of PIRLS tasks in developing the creative activity of primary school students. The study examines, in relation to creative thinking, students’ abilities to comprehend texts, locate information, draw conclusions, identify semantic connections, substantiate their ideas, and express personal responses to texts in the process of developing reading literacy. Based on an analysis of the cognitive characteristics of PIRLS tasks, the study identifies their potential to guide students from reproductive activities toward productive and creative activities. The findings indicate that open-ended, problem-based, analytical, and evaluative tasks have considerable methodological potential for stimulating students’ independent thinking and creative approaches. The article also substantiates that systematic use of PIRLS tasks adapted to the content of primary education in Uzbek language and reading literacy lessons contributes to the development of students’ cognitive and communicative activity. Particular attention is given to the methodological conditions for using PIRLS tasks and to the ways of integrating them with the content of the national education system.