Linguistic and Psycholingiustic Aspects of Developing English Reading Skills in Lower Grades

In the article, the linguistic and linguo-psychological aspects of the formation of reading comprehension skills in English classrooms are involved in the research. During the research, the importance of the formation of reading comprehension skill in English, its direct and indirect effects on other receptive and productive language skills are also studied from the perspective of linguistics. During the research, it was determined that reading practices in English in primary classes should be seen as an intellectual activity rather than a simple one. It was concluded that, if the teaching reading comprehension is not carried out in this direction, the desired results of the students’ reading and comprehension skills may not be at the desired level. The article explores the linguistic and psycho-linguistic aspects of developing reading comprehension skills in English among primary school students. The study examines the importance of forming reading skills in English and its direct and indirect influence on other receptive and productive language skills from a linguistic perspective. It was found that conducting reading practices in lower grades should not be seen as a simple task, but rather as a cognitive activity. The study concludes that if the teaching-learning process is not properly directed in this area, students may not achieve the desired results in their reading comprehension skills in the future. The article also discusses the significance of reading comprehension in English for young learners. It emphasizes that reading is not only a goal in language learning, but also a crucial tool for the development of other language skills. The author highlights that reading activates students’ thinking, imagination, attention, and emotional engagement, while also contributing to their social and aesthetic development. The stages of the reading process (letter-sound recognition, syllable reading, synthetic reading) are explained and the importance of motivation, familiar vocabulary and real-life connections for successful reading is underlined. Additionally, the article notes the role of metacognitive strategies in fostering critical and creative thinking. Finally, it is emphasized that well-structured reading lessons can significantly enhance students’ communication and self-expression skills in the language.

Keywords: English, reading, understanding, language, linguistic, psycholinguistic, skills, education, discourse

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