Developing Reading Literacy Instruction Skills and PIRLS Awareness Among Pre-Service Primary Teachers in Kazakhstan

Sarmurzin Y. Kozhamberdina M. Kerimbekova B. Kazhimova K. Dauyenov Y. Amanova A.
11 August 2025 OpenED Network

Journal of Curriculum Studies Research
2025 #7 Issue 2 412 - 442 pp.

This research investigates how pre-service primary school teachers in Kazakhstan develop the ability to teach reading literacy through their knowledge of global assessment frameworks, such as the Progress in International Reading Literacy Study (PIRLS), while also evaluating the challenges they encounter. Using a questionnaire and semi-structured interviews, the study involved 135 pre-service primary school teachers from five regional universities in Kazakhstan. Research has shown a significant disparity between the theoretical knowledge taught in teacher education programs and the practical challenges encountered in the classroom. This disconnect becomes especially clear during international assessments such as the PIRLS, where pre-service teachers show limited ability to interpret and use PIRLS data to improve reading instruction. This indicates a clear need for specific training in this field. The study provides recommendations for connecting theory and practice in teacher training, highlighting the importance of training in large-scale assessments, such as the PIRLS, to promote proficient and confident literacy instruction. KEYWORDS.

Kazakhstan , large-scale assessments , PIRLS , pre-service teachers , reading literacy

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Philology Faculty, Buketov Karaganda National Research University, Karaganda, Kazakhstan
The Faculty of Pedagogy, Buketov Karaganda National Research University, Karaganda, Kazakhstan
The Faculty of Education and Humanities, SDU University, Kaskelen, Kazakhstan
The Faculty of Arts and Culture, M.Utemisov West Kazakhstan University, Oral, Kazakhstan
The Department of Pedagogy, L.N. Gumilyov Eurasian National University, Astana, Kazakhstan

Philology Faculty
The Faculty of Pedagogy
The Faculty of Education and Humanities
The Faculty of Arts and Culture
The Department of Pedagogy

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