ANALYSIS OF THE RELATIONSHIP BETWEEN READING FLUENCY AND READING COMPREHENSION OF PRIMARY SCHOOL PUPILS IN UZBEKISTAN (BASED ON EGRA-2021, PIRLS-2021 AND PISA-2022 DATA)
Zenodo (CERN European Organization for Nuclear Research) · 2026
Abstract e pubblicazione originale
L’abstract è consultabile nella fonte originale. Non viene ripubblicato qui perché non risulta verificata una licenza compatibile.
Leggi nella fonte originale ↗Parole chiave
Reading and Literacy DevelopmentLiteracy and Educational PracticesEFL/ESL Teaching and Learningreading fluencyreading comprehensionelementary school studentsEarly Grade Reading AssessmentPIRLS 2021PISA 2022Uzbekistanurban-rural differencestransparency paradoxearly reading instructiontext length effects
Come citare questo studio
Nematova Diyora. (2026). ANALYSIS OF THE RELATIONSHIP BETWEEN READING FLUENCY AND READING COMPREHENSION OF PRIMARY SCHOOL PUPILS IN UZBEKISTAN (BASED ON EGRA-2021, PIRLS-2021 AND PISA-2022 DATA). Zenodo (CERN European Organization for Nuclear Research). DOI: 10.5281/zenodo.23812679
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