"DEVELOPING STUDENTS' CONSCIOUS READING SKILLS BASED ON INTERNATIONAL EXPERIENCES (USING THE EXAMPLE OF EGRA STUDIES)"

Abstract

This research investigates the development of students' conscious reading skills by drawing on international experiences, with a particular focus on Early Grade Reading Assessment (EGRA) studies. Conscious reading, defined as reading with comprehension and critical awareness, is crucial for academic success and lifelong learning. EGRA, a globally recognized tool, has been implemented in various countries to assess and improve early reading skills. This study aims to analyze successful strategies from international EGRA studies and explore their applicability in the Uzbek educational context. The methodology involves a comprehensive review of existing EGRA studies, identifying effective interventions and pedagogical approaches. Additionally, the research may include empirical assessments or interventions in local schools to test the adaptability of these strategies. The expected outcomes include a set of recommendations for educators and policymakers in Uzbekistan to enhance reading instruction and improve students' reading comprehension. By bridging international best practices with local needs, this study seeks to contribute to the advancement of reading education in Uzbekistan, ultimately fostering a generation of proficient and conscious readers.