This article provides a comprehensive investigation into the role and significance of the linguo-hermeneutic approach in integrating the philological and methodological training of future primary school teachers within the contemporary pedagogical education system. The linguo-hermeneutic approach posits that linguistic units should be interpreted not as traditional static templates or dry formal structures, but as dynamic vehicles that uncover the author's intent, subtext, and the socio-cultural spirit of the era. The primary objective of this study is to systematize the multi-layered meaning-making potential of words, morphological markers, and syntactic structures within textual frameworks, and to scientifically substantiate a five-stage linguo-hermeneutic algorithm model that bridges "Mother Tongue" and "Reading Literacy" lessons in higher education.