Abstract
Maqola o‘qituvchilarga o‘qib tushunish bo‘yicha tadqiqotlarning hozirgi holati haqida qisqacha ma’lumot berishga qaratilgan.
O‘qib tushunish savodxonligi nafaqat matnni o‘qiy olish, balki uning mazmunini to‘g‘ri anglash, asosiy g‘oyalarni ajratish va tahlil qilish kabi ko‘nikmalarni ham o‘z ichiga oladi. Yozma matnni tushunish, o‘quvchidan matnda qo‘llanilgan so‘zlarni aniqlashni, bitta so‘z ma’nolarini jumlalarga birlashtirishni va keyinchalik matnning izchil hamda adekvat modelini yaratishni talab qiladi. Tegishli ma’lumot bilan birga, sayoz matn bazasini, matnda tasvirlangan vaziyatni ko‘rsatib beradigan yanada chuqurroq vaziyat modeliga olib borish mumkin. O‘quvchi matnni qanchalik yaxshi tushunishiga ta’sir ko‘rsatadigan bir qator omillarga, so‘zni aniqlash qobiliyati, tilni tushunish qobiliyatlari, o‘qib tushunish strategiyalaridan foydalanish hamda o‘qish motivatsiyasi muhim rol o‘ynaydi. Shuningdek, maqolada PIRLS tadqiqoti qamrov doirasi (Framework)da tavsiflangan o‘qishning turli maqsadlari va tushunish jarayonlari ko‘rib chiqiladi.
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