The essence and structural components of reading competence

Abstract

This scientific article provides a comprehensive analysis of the role of reading competence in modern pedagogy, its theoretical and methodological foundations, and its structural components. The study is grounded in the competency-based approach, functional literacy, and the cognitive-psychological mechanisms of reading activity. Based on international assessment programs—particularly PIRLS—conceptual approaches developed by the OECD, and UNESCO documents, the cognitive, operational, motivational-value, and reflective-evaluative components of reading competence are identified. The research findings contribute to improving the theoretical model for the development of reading literacy in primary education.