PREPARING PRIMARY STUDENTS FOR THE PILS INTERNATIONAL ASSESSMENT PROCESSES
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This article analyzes the issue of preparing primary school students for the PIRLS international assessment process. The study covers the theoretical foundations of reading literacy, the goals and principles of the PIRLS program, and home, school, and classroom factors that affect students' reading achievement. It also examines digital literacy, online learning strategies, and teacher professional development as important factors influencing PIRLS results. The article concludes with practical recommendations for improving the quality of primary education by strengthening collaboration between teachers, parents, and education policymakers.
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