Skip to main content
editor@theusajournals.com | Oscar Publishing Services Journal Home
Login

International Journal of Pedagogics

Peer Reviewed | Open Access | E-ISSN: 2771-2281
Published Article

The Importance of Integrating Reading Comprehension, Written Speech and Oral Speech Skills in Developing the Speech Competence of Primary School Students

The Importance of Integrating Reading Comprehension, Written Speech and Oral Speech Skills in Developing the Speech Competence of Primary School Students

Authors

  • Karimova Kamola Komil qizi
    Basic Doctoral Student (PhD candidate), specialty “Theory and Methodology of Education and Upbringing (Primary Education)”, Faculty of Preschool and Primary Education, Bukhara State Pedagogical Institute, Uzbekistan
    https://orcid.org/0009-0006-6349-9584

DOI:

https://doi.org/10.37547/ijp/Volume06Issue05-149

Keywords:

Speech competence reading comprehension oral speech

Abstract

This article examines the scientific and theoretical foundations of integrating reading comprehension, written speech and oral speech skills in developing the speech competence of primary school students. The linguistic, cognitive, metacognitive and reflective aspects of speech competence are analysed, and the interrelation is revealed between the processes by which students understand the content of a text, analyse information, connect it with their existing knowledge, draw independent conclusions and express their thoughts coherently in oral and written form. The article also substantiates the integrated development of reading and writing skills, the organisation of classroom communication as a means of acquiring knowledge, and the improvement of students’ semantic construction, speech adaptivity and reflective-cognitive activity through integrative-cognitive tasks. The key methodological directions for developing speech competence within a holistic pedagogical process are summarised.

Downloads

Download data is not yet available.

References

Duke, N. K., & Pearson, P. D. (2002). Effective Practices for Developing Reading Comprehension. P. 205-242. https://www.researchgate.net/publication/254282574_Effective_Practices_for_Developing_Reading_Comprehension

Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A Meta-Analysis of Writing Instruction for Students in the Elementary Grades. Journal of Educational Psychology. P. 11-18 https://www.researchgate.net/publication/260021418_A_Meta Analysis_of_Writing_Instruction_for_Students_in_the_Elementary_Grades

Kim, Y.S. G., & Zagata, E. (2024). Enhancing Reading and Writing Skills Through Systematically Integrated Instruction. P. 787-799 https://www.researchgate.net/publication/380478402_Enhancing_Reading_and_Writing_Skills_through_Systematically_Integrated_Instruction

Myhill, D., Jones, S., & Hopper, R. (2005). Talking, Listening, Learning: Effective Talk in the Primary Classroom. Open University Press. https://www.mheducation.co.uk/talking-listening-learning-9780335217441-emea-group?utm_source

Snow, C., Tabors, P. & Dickinson, D. (2001). Language development in the pre-school years. In D. Dickinson & P. Tabors (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 1–29). London: Brookes Publishing.