Cultural, Social, and Community Psychology Developmental, Educational, and School Psychology

Psychological Factors in the Development of Students’ Reading Competence through Literary Education

https://doi.org/10.61838/ijbmc.v13i7.1581
Reading Competence Literary Education Psychological Development Cultural Identity Secondary Education

Authors

  • Zhanar Aitbergenovna Seisembayeva The candidate of Philology Sciences, Associate Professor of Abai Kazakh national pedagogical university, Kazakhstan.
  • Nargiza Smailovna Baltabayeva
    baltabayeva.nargiza@proton.me
    Ph.D., Kazakh National Women’s Teacher Training University, Kazakhstan.
  • Karakoz Umirzakovna Tamabaeva The candidate of Philology Sciences, Associate Professor of International Taraz university named after Sherkhan Murtaza, Kazakhstan.
  • Auyelbek Akmarzhan Candidate of Philological Sciences, Associate Professor оf Astana International University, Kazakhstan.
  • Rabiga Berkenova The candidate of Philology Sciences, International Taraz university named after Sherkhan Murtaza, Kazakhstan.⠀
Vol. 13 No. 7 (2026): July
Qualitative Study(ies)

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Objective: The development of students’ reading competence is an important educational goal in contemporary literary education, particularly in contexts where learners are expected to engage critically, emotionally, and culturally with literary texts. This study aims to examine the psychological and cultural dimensions of developing students’ reading competence through the teaching of literary works.  

Methods and Materials: This study is based on a qualitative methodological and pedagogical analysis of literature teaching practices, with particular attention to the teaching of epic and prose works in secondary education. The research draws on psychological, pedagogical, and methodological literature related to reading competence, reader response, motivation, cognitive development, and literary interpretation. The study systematizes instructional strategies that support students’ gradual movement from text comprehension to interpretation, reflection, critical thinking, and independent reading.  

Findings: The findings indicate that psychologically informed and culturally responsive approaches to literary education can strengthen students’ motivation to read, improve their understanding of literary texts, and develop interpretive and reflective thinking. Methods such as guided reading, question–answer strategies, problem-based tasks, level-based assignments, collective learning, modular learning, and the use of information and communication technologies help students engage more actively with literary texts. Literary education also supports empathy, value formation, cultural identity, and the development of students’ independent reading culture.  

Conclusion: Literary education can serve as an effective pedagogical and psychological tool for developing reading competence among students. When literary texts are taught through interactive, reflective, and culturally grounded methods, students become more competent, motivated, and culturally aware readers.