PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS OF THE FORMATION OF READING LITERACY AMONG LOWER SECONDARY SCHOOL STUDENTS

Reading literacy is a core educational competence that underpins academic achievement, social participation, and lifelong learning. In the context of Uzbekistan, where ongoing educational reforms emphasize competency-based standards and alignment with international assessment frameworks such as PISA, the development of reading literacy at the lower secondary level has become a strategic priority. At this stage, the formation of reading literacy becomes increasingly complex due to significant psychological, cognitive, and motivational changes experienced by students. This article provides a comprehensive theoretical analysis of the psychological and pedagogical characteristics that shape the development of reading literacy among lower secondary school students in Uzbekistan. Drawing on cognitive-developmental theory, sociocultural perspectives, and contemporary literacy research, the paper examines key psychological factors—including cognitive processing, metacognition, motivation, and socio-emotional development—as well as pedagogical conditions such as instructional design, teacher mediation, learning environments, and assessment practices within the national educational framework.