This article explores effective criteria for assessing faster reading, emphasizing a balance between reading speed and comprehension. It highlights key elements such as reading rate (words per minute), comprehension accuracy, retention, and reading efficiency. Additionally, the article discusses adaptability and cognitive load management, recognizing that reading speed alone does not determine proficiency. Practical assessment methods are provided to support educators and readers in developing a balanced approach to reading faster while retaining comprehension and engagement, which is particularly relevant in academic and professional contexts.

This article explores the development of reading comprehension skills in foreign language learners, focusing on strategies that can improve comprehension. Through a mixed-methods study involving 60 adult learners of English as a foreign language (EFL), the research examines the impact of explicit instruction in reading strategies (such as prediction, summarization, and questioning) on learners' reading comprehension. The study finds that learners who received targeted instruction showed significant improvements in their comprehension scores, enhanced motivation, and greater engagement with reading tasks. The article emphasizes the importance of metacognitive strategies in reading and suggests that such strategies foster more active and independent reading practices. The findings highlight the need for language educators to integrate reading strategies into their teaching practices to support the development of reading comprehension in foreign language learners.

This article analyzes the role of the family environment and home reading strategies in the formation of reading literacy in primary school students from a scientific and pedagogical perspective. The study highlights the impact of psychological and social components of the family environment, parental support, home stimulation, motivation, and multimodal reading strategies on the student's text comprehension, independent reading, memory activation, and critical thinking processes. The article presents the positive impact of the family-organized reading environment, practical recommendations for using effective strategies at home, as well as opportunities to improve the student's reading literacy. The results of the study show that the family environment is an important factor in the development of reading literacy in primary education.

This article explores innovative and interactive activities designed to improve reading skills in language learners. It discusses strategies that enhance comprehension, reading speed, and learner engagement, including text previewing, timed reading, collaborative exercises, vocabulary-focused tasks, and post-reading creative activities. The study highlights the effectiveness of these methods in fostering autonomous, confident, and fluent readers. Findings suggest that integrating these strategies into reading instruction can transform the learning experience, making reading both enjoyable and meaningful.

This article discusses the process of learning English with a focus on reading skills, which are part of receptive skills involving both the eyes and the brain. It highlights the limitations of traditional teaching methods in higher education, which often result in students’ lack of interest and motivation. The article emphasizes the importance of incorporating students’ prior knowledge and using creative teaching methods to improve reading comprehension. Two main methods, Intensive Reading (IR) and Extensive Reading (ER), are explored, comparing their characteristics, advantages, and roles in enhancing reading skills. IR focuses on detailed understanding of short, complex texts, while ER encourages reading large amounts of easy texts for enjoyment and fluency. The study underscores that combining both approaches effectively can improve students' reading comprehension and motivation in English learning.

This article talks about the study of the study of reading strategy as one of the
important elements in the development of students' reading technique. But many teachers
lack a solid foundation for teaching these reading comprehension strategies. Thus, teachers
need to be prepared on how to develop effective comprehension strategies and how to teach
these strategies to their IELTS learners.

The article examines the problem of the formation of reading and information culture among younger schoolchildren as a key pedagogical task of modern education. Based on the analysis of scientific works by Russian researchers (T.G. Galaktionova, V.N. Zborovskaya, Yu.P. Melentyeva, N.V. Ponomareva, S.A. Trubnikov), the essence of reader's culture as a complex phenomenon, including the culture of selection, perception and comprehension of texts, is revealed. Special attention is paid to the three-level model of reading culture (pre-communicative, communicative, post-communicative phases) and its transformation in the context of digitalization. The author analyzes various ways of reading (learning, search, introductory, selective) and their role in the development of information literacy of students. It emphasizes the need for children to develop conscious reading practices, critical thinking, and skills in working with multimodal texts. The article is addressed to teachers, librarians and researchers in the field of pedagogy and library science.

The article titled "Improving the reading skills of students in information technology classes" provides insights into effective strategies for enhancing students' reading skills in the context of IT classes. The article discusses the importance of reading skills in the field of IT and explores various methods for improving reading comprehension, such as the use of visual aids, explicit instruction, opportunities for practice, and feedback. The article highlights the challenges of improving reading skills in a diverse classroom and emphasizes the need for ongoing support and resources to address the needs of all learners. The article concludes by highlighting the importance of reading skills in the digital age and the role of teachers in helping students develop the critical reading skills they need to succeed in IT and beyond. Overall, this article is a valuable resource for teachers looking to enhance their students' reading skills in the context of IT classes.

This paper explores key challenges in teaching reading, particularly in the context of first and second language acquisition. It analyzes theoretical foundations such as schema theory and metacognitive strategies, and examines specific issues including vocabulary limitations, the gap between decoding and comprehension, learner motivation, assessment methods, and the impact of digital reading. The paper concludes by recommending evidence-based strategies like extensive reading, reciprocal teaching, and the use of digital tools for enhancing reading outcomes in diverse classrooms. The study advocates for a holistic, inclusive, and technologically adaptive approach to reading instruction in contemporary education.  

This article focuses on the importance of assessing reading skills in the process of language learning and teaching. It highlights the main principles, methods, and tools used to evaluate learners’ reading comprehension and fluency. The paper discusses different approaches such as formative and summative assessment, as well as standardized and classroom-based testing. Special attention is given to identifying learners’ strengths and weaknesses in reading, including vocabulary knowledge, inference-making, and understanding of text structure. The article also emphasizes the role of assessment in improving reading strategies and overall language proficiency. Finally, it provides recommendations for teachers to design effective reading tests and integrate assessment results into instructional planning.

This article analyzes the significance of emotional intelligence (EQ) in developing reading literacy among primary school students from a scientific and pedagogical perspective. The study examines how the components of emotional intelligence—recognizing emotions, managing emotions, motivation, empathy, and social skills—affect the processes of perceiving, understanding, and evaluating texts. Findings indicate that students with higher EQ levels are better able to comprehend the emotional states reflected in a text, visualize literary images more effectively, and demonstrate higher performance in text analysis. The article also highlights the positive impact of teacher-supported emotional learning environments and methods such as analyzing characters’ emotions, role reading, and reflection activities on the development of reading literacy and EQ. In conclusion, practical recommendations are provided to strengthen the interrelationship between reading literacy and emotional intelligence.

Reading comprehension is a complex cognitive process that involves understanding the meaning of written text. This article delves into the multifaceted nature of reading comprehension, examining its underlying components, influential factors, and its crucial role in academic success and everyday life. We will explore various theories and models of reading comprehension, discuss strategies for improving reading comprehension skills, and highlight the significance of incorporating effective reading comprehension instruction in educational settings.

This article analyzes the theoretical and practical aspects of designing a perfect reading lesson. It examines effective strategies used during pre-reading, while-reading, and post-reading stages, as well as methods to enhance students’ comprehension and engagement. The importance of differentiation, interaction, and formative assessment in reading instruction is also emphasized. The findings indicate that a well-structured reading lesson significantly improves students’ reading skills, motivation, and self-confidence.

This study looks at how social media influences deep and superficial reading habits among Uzbek EFL students. Using survey data from 120 university students and interviews with ten individuals, the study investigates how fast-paced digital settings affect attention, reading stamina, and understanding. The findings show that regular exposure to short-form content, notifications, and compulsive scrolling impairs students' capacity to sustain focus on long English texts, leading to greater surface-level processing. At the same time, social media allows users to discover new reading materials and engage with English informally. However, these advantages favour light, fragmentary reading rather than profound comprehension.

Reading is one of the most fundamental skills in language learning. It allows learners to acquire knowledge, expand vocabulary, and improve comprehension. However, reading is not a uniform activity; it can be approached in various ways. Among the most discussed methods in second language acquisition are intensive reading and extensive reading. Both approaches aim to improve reading skills but differ significantly in purpose, method, and outcome. Understanding these approaches is essential for teachers, students, and researchers in designing effective reading programs. This article explores the definitions, characteristics, benefits, challenges, and practical applications of intensive and extensive reading.

This study investigated the relationship between reading strategy use and comprehension performance among 4th-grade students (N=19). Using a correlational design, we analyzed students' scores on a standardized reading test (max=16) and their self-reported use of four strategy types: overt cognitive (e.g., note-taking), covert cognitive (e.g., predicting), evaluating (e.g., self-checking), and monitoring (e.g., time management). Results revealed significant positive correlations between test scores and both covert cognitive strategies (r=0.48, p<0.05) and evaluating strategies (r=0.52, p<0.05), while overt strategies showed no significant relationship. High performers (top 25%) demonstrated significantly greater use of covert and evaluating strategies compared to low performers (p<0.05). Notably, evaluating strategies emerged as the least utilized skill, suggesting a critical gap in students' metacognitive awareness. Gender differences in strategy use were non-significant. These findings highlight the importance of explicitly teaching higher-order comprehension strategies, particularly self-evaluation techniques, in elementary reading instruction. The study contributes to the growing literature on evidence-based strategy instruction by identifying specific strategic weaknesses that may hinder reading development.

This study investigates the enhancement of English reading skills among university students through the application of metacognitive strategies. Metacognition, or "thinking about thinking," involves awareness and control of one's cognitive processes during reading. The research highlights the significance of metacognitive strategies in improving reading comprehension, fostering independent learning, and promoting critical thinking. By integrating metacognitive instruction into reading curricula, educators can empower students to become more effective and autonomous readers. The findings suggest that explicit teaching of metacognitive strategies leads to significant improvements in students' reading performance.

Intensive reading is a focused reading approach that involves careful analysis of short, challenging texts to achieve deep comprehension and accuracy. This article explains the concept of intensive reading, its importance, and its benefits, including vocabulary expansion, grammar mastery, and improved comprehension. It also briefly contrasts intensive reading with extensive reading, highlighting the value of both methods in language learning.

The aim of the theme  is to study thoroughly and to reveal the  to give about receptive skills of the target language and to make conclusions about the reading tasks of English and what are the criteria of this document for reading. The object is to study, analyze and most importantly investigate the process of testing reading and find reading tasks according to the different levels and to study of methods and techniques that are used in assessing reading.

This study investigates the impact of extensive reading on the development of students’ academic writing skills within the framework of integrated reading-writing pedagogy. Extensive reading is widely recognized for improving vocabulary growth, grammatical accuracy, and the acquisition of rhetorical structures. However, its direct influence on academic writing performance requires further empirical clarification. Using a mixed-method design, the study collected quantitative data from pre- and post-tests measuring writing proficiency and qualitative data from student reflections. Results demonstrate significant improvements in lexical richness, coherence, cohesion, and syntactic variety among students who engaged in regular extensive reading activities over eight weeks. The findings support theoretical claims that reading exposure strengthens writers’ internal models of text organization, enabling more effective production of academic prose. The study concludes that extensive reading is a powerful, low-cost pedagogical tool that contributes meaningfully to writing development in secondary and tertiary English language classrooms.

Reading assessments play a central role in measuring students’ progress and language proficiency in ESL contexts. However, many assessments focus mainly on lower-order thinking skills, which may not reflect the true range of reading comprehension abilities. This article evaluates the design of reading assessments for B2-level ESL learners using Bloom’s Taxonomy as a framework. It examines whether typical reading tasks assess various cognitive skills, from basic understanding to higher-level analysis and creation. The article suggests practical improvements that could make assessments more comprehensive and aligned with real-world reading demands.

Extensive reading, which refers to reading large amounts of level-appropriate and engaging texts for general comprehension, has been recognized as a highly effective means of vocabulary acquisition among teenagers. This article explores the role of extensive reading in improving adolescent learners’ lexical knowledge. Through the integration of these theoretical views with practical classroom insights, the discussion highlights how extensive reading enhances vocabulary through comprehensible input, repeated exposure, contextual inference, morphological awareness, and recycling of lexical items. Furthermore, it examines the motivational dimension of extensive reading, showing how autonomy, choice, and enjoyment sustain long-term engagement with texts, which in turn amplifies incidental vocabulary growth.

This academic article comprehensively examines the impact of writing instruction on reading comprehension. The paper begins with theoretical foundations emphasizing the cognitive interconnections between reading and writing skills. It then analyzes empirical studies on various writing strategies that positively influence reading comprehension, particularly focusing on meta-analyses demonstrating the significance of effective writing instruction for secondary school students. The interaction of different student demographics and contextual factors, including the impact on second language learners, is discussed. The article concludes by proposing advanced pedagogical practices for integrating writing instruction to improve reading, while also identifying current challenges, research gaps, and future directions. The paper affirms the intrinsic link between reading and writing skills and the necessity of teaching them together for literacy development.

This guide discusses effective strategies for selecting reading materials in extensive reading programs for EFL learners. It emphasizes the importance of graded readers, diverse genres, and culturally relevant texts that cater to learners' interests and proficiency levels. By providing a variety of engaging and accessible materials, educators can enhance students' motivation and comprehension, ultimately fostering a positive reading environment. The selection process is crucial in building learners’ confidence and promoting a lifelong love for reading.

Reading literacy is a fundamental skill that forms the basis for lifelong learning and academic success. This article explores the significant role of classroom activities in developing and enhancing students’ reading literacy. It highlights how interactive and engaging tasks such as group reading, storytelling, discussions, and comprehension exercises can motivate learners, improve vocabulary acquisition, and strengthen critical thinking skills.