IMPROVING THE METHODOLOGY OF TEACHING FAIRY TALES IN PRIMARY SCHOOL READING LITERACY CLASSES

Authors

  • Abdihalimova Goliba Second-year Master’s student Specialization: Theory and Methodology of Education and Upbringing (Primary Education)

Keywords:

reading literacy, fairy tales, primary education, teaching methodology, critical thinking, creative learning

Abstract

This article examines effective ways to improve the methodology of teaching fairy tales in primary school reading literacy classes. Fairy tales play a crucial role in shaping young learners’ reading comprehension, moral values, critical thinking, and creative imagination. The study analyzes modern pedagogical approaches, learner-centered strategies, and interactive methods that enhance pupils’ engagement and reading literacy skills.

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References

Rosenblatt, L. M. (1994). The Reader, the Text, the Poem: The Transactional Theory of the Literary Work. Southern Illinois University Press.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Tompkins, G. E. (2017). Literacy for the 21st Century. Pearson Education.

UNESCO. (2016). Reading Literacy in Primary Education. UNESCO Publishing.

OECD. (2019). PISA Results: What Students Know and Can Do. OECD Publishing.

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Published

2026-02-06

How to Cite

Abdihalimova Goliba. (2026). IMPROVING THE METHODOLOGY OF TEACHING FAIRY TALES IN PRIMARY SCHOOL READING LITERACY CLASSES. Journal of Applied Science and Social Science, 16(02), 108–110. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/3164

Issue

Vol. 16 No. 02 (2026): Volume 16 Issue 02

Section

Articles

License

Creative Commons License

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