Developing Speech and Communication Competence in Primary School Learners Through Pirls-Oriented Activities

This article examines the development of speech and communication competence in primary school learners through activities aligned with the framework of Progress in International Reading Literacy Study (PIRLS). The study analyzes how PIRLS-oriented reading tasks contribute to learners’ oral expression, vocabulary enrichment, comprehension, interpretive skills, and communication strategies. The research draws on international assessment reports, literacy pedagogy studies, and classroom-based evidence. Findings indicate that structured reading comprehension tasks, dialogic teaching, inferential questioning, and collaborative text discussions significantly improve learners’ speech fluency, reasoning ability, and communicative confidence. The article also identifies pedagogical mechanisms that support effective implementation in primary classrooms.

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