DEVELOPING PRIMARY SCHOOL PUPILS’ TEXT COMPREHENSION SKILLS THROUGH INTERNATIONAL ASSESSMENT FRAMEWORKS

Abstract

 This paper proposes a classroom methodology for developing primary  school pupils’ skills in working with texts through the instructional interpretation of  international reading assessment frameworks. PIRLS provides the principal reference  because of its focus on primary reading, while PISA is discussed to clarify the  boundaries of age-appropriate adaptation. The study uses conceptual analysis of  selected official frameworks and research-informed guidance, followed by pedagogical .