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

In the context of globalization, intercultural communication, and the increasing integration of educational content, the development of students’ reading ability has become a significant pedagogical objective. Reading literary works not only contributes to the acquisition of linguistic and literary knowledge but also promotes psychological growth, cultural awareness, and value formation. This study examines the methodological foundations for developing students’ reading ability through the teaching of literary works from psychological and cultural perspectives. The research is based on the premise that literature serves as an effective medium for fostering cognitive engagement, emotional intelligence, empathy, and cultural identity among learners.

The purpose of the study is to identify and systematize instructional strategies that enhance students’ reading competence while simultaneously supporting their psychological and cultural development. The proposed methodology is grounded in the principles of continuity, gradual progression from simple to complex texts, and the integration of literary and cultural knowledge. Particular attention is paid to the interaction between teachers and students in the reading process, as well as to the role of literary texts in shaping learners’ interpretative, reflective, and critical thinking skills.

The findings indicate that psychologically informed and culturally responsive approaches to literature instruction increase students’ motivation to read, deepen their understanding of literary texts, and strengthen their connection to cultural values and traditions. The study concludes that literary education can serve as an important tool for developing competent, culturally aware, and intellectually active readers capable of meaningful engagement with diverse texts and social realities.