This study examines cognitive-creative task design as a methodological mechanism for strengthening preservice primary teachers’ readiness to develop pupils’ reading literacy. Digital platforms have widened access to learning resources, yet they do not automatically improve comprehension-oriented pedagogy unless they are embedded into an evidence-based cycle of text selection, question construction, differentiated support, formative assessment and reflection. A quasi-experimental study was conducted in three pedagogical higher education institutions in Uzbekistan with 356 preservice primary education students and 11 teacher educators. The experimental group (n = 179) received a training model built around meaningful text work, reading-process operations, platform-mediated tasks, rubric-based feedback and reflective monitoring; the control group (n = 177) continued with conventional methodology training. Data were collected through diagnostic tests, expert observation, practical task-design products, methodological portfolios and rubric-based assessment. Readiness was measured across motivational-value, cognitive and operational-activity criteria using three levels: reproductive, partially exploratory and mobile-creative. Initial diagnostics showed equivalent mean scores in the experimental and control groups (3.42 and 3.43). At the final stage, the experimental group outperformed the control group in motivational-value (4.05 vs. 3.48), cognitive (4.02 vs. 3.46) and operational-activity (4.02 vs. 3.42) dimensions, with effectiveness coefficients of 1.16–1.17. The findings indicate that platform-mediated task work is pedagogically productive when platforms function as a didactic environment for evidence-based reading, rather than as a decorative technology.
Cognitive-Creative Task Design and Reflective Monitoring in Platform-Mediated Reading Literacy Training for Preservice Primary Teachers
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