This article examines the psychological and pedagogical foundations underlying the development of English reading skills in primary school students. The research analyzes cognitive processes involved in early literacy acquisition, explores age-appropriate methodological approaches, and investigates the intersection of psychological readiness and pedagogical strategies. Through a mixed-methods approach combining classroom observations, experimental teaching interventions, and assessment data from 120 primary school pupils aged 7-10, the study identifies critical factors influencing reading skill formation. Results demonstrate that integrated approaches combining phonological awareness training, vocabulary development, and meaningful context-based instruction yield significantly better outcomes than traditional methods. The findings emphasize the importance of considering psychological readiness, motivation, and individual learning styles when designing reading instruction programs for young English language learners.

Reading skills, primary education, psychological foundations, pedagogical methods

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