ENHANCING READING LITERACY AMONG PRIMARY SCHOOL CHILDREN: AN INTEGRATED PEDAGOGICAL MODEL

The article examines effective ways of improving reading literacy among primary school children and proposes an integrated pedagogical model that combines accurate word recognition, oral reading fluency, vocabulary growth, comprehension strategy instruction, motivation, and formative assessment. The study is based on a qualitative synthesis of international reading frameworks, meta-analyses, and classroom-oriented research. Reading literacy is interpreted not as the mechanical pronunciation of words but as the ability to construct meaning, evaluate information, connect a text with prior knowledge, and use reading for learning and participation. The analysis shows that isolated exercises produce limited results when they are not connected to purposeful reading. Sustainable progress is more likely when teachers coordinate explicit phonics, rich oral language, repeated and expressive reading, systematic vocabulary instruction, dialogic discussion, and gradually released comprehension support. The proposed model can help primary teachers plan balanced literacy instruction and identify children who require timely additional support.