FORMING PRIMARY SCHOOL STUDENTS' TEXT COMPREHENSION AND ANALYTICAL SKILLS BASED ON THE REQUIREMENTS OF THE INTERNATIONAL PIRLS ASSESSMENT PROGRAM

This article examines the theoretical foundations of the PIRLS (Progress in International Reading Literacy Study) program and its role in developing reading literacy among primary school students. The study analyzes the possibilities of using PIRLS-based tasks to improve students’ reading comprehension, critical thinking, and analytical skills. Both qualitative and quantitative research methods were applied, including observation, testing, and analysis. The findings indicate that implementing PIRLS methodologies in the classroom enhances students’ ability to understand texts deeply, draw conclusions, and express their opinions effectively. Additionally, the study highlights the importance of modern teaching approaches, teacher training, and integration of international assessment standards into the national education system