Study of Pedagogical-Psychological Research of Improving Reading Literacy of Primary Grade Students on The Basis of Egra, Pirls International Programs

This article analyzes the process of improving reading literacy of primary school students from a pedagogical and psychological point of view, based on international assessment systems - EGRA (Early Grade Reading Assessment) and PIRLS (Progress in International Reading Literacy Study). The study examines the role of these programs in developing reading literacy skills, their main evaluation criteria, and directions for improving the educational process based on their results. It also analyzes foreign and domestic scientific research on improving reading literacy of primary school students. The significance of this study is that it opens up opportunities for improving teaching methodologies based on international experience, developing approaches that meet national educational standards, and using effective methods to shape students' reading culture.