INTEGRATION OF READING AND COMMUNICATION COMPETENCES ON THE BASIS OF THE INTERNATIONAL RATING SYSTEM PIRLS
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PIRLS (Progress in International Reading Literacy Study); reading competence; communication competence; literacy assessment; competence integration; educational benchmarking; international literacy standards; primary education; cross-cultural literacy development; educational policy##article.abstract##
This article examines the integration of reading and communication competences through the lens of the Progress in International Reading Literacy Study (PIRLS) framework. PIRLS, as a comprehensive international assessment system, provides valuable methodological tools for analyzing the interconnectedness of reading comprehension and communicative abilities in primary education. The research investigates how PIRLS assessment criteria can be utilized to develop pedagogical approaches that simultaneously enhance both reading literacy and communication skills. Through comparative analysis of PIRLS data from multiple educational contexts, the study identifies effective strategies for competence integration that transcend cultural and linguistic boundaries. Findings suggest that integrated competence development yields measurably higher literacy outcomes than isolated skill acquisition approaches. The article proposes a theoretical model for competence integration based on PIRLS benchmarks, with practical implications for curriculum development, teacher training programs, and educational policy formulation in the global context of literacy education.
