PSYCHOLINGUISTIC PERSPECTIVES ON DEVELOPING READING COMPETENCE
Keywords:
psycholinguistics; reading competence; comprehension; cognitive processing; interactive models.Abstract
Reading competence in a foreign language is a complex psycholinguistic activity that integrates decoding, lexical access, inference, and meaning construction. This article reviews major psycholinguistic perspectives on developing reading competence and compares international theoretical models with Uzbek methodological interpretations. Using qualitative comparative literature analysis, the study systematizes bottom-up, top-down, interactive-compensatory, and construction–integration approaches, highlighting their shared emphasis on the interaction between linguistic processing and background knowledge. A comparative table summarizes how these perspectives conceptualize cognitive mechanisms such as attention, working memory, vocabulary knowledge, and strategic comprehension regulation. The results show that international scholarship primarily explains the cognitive architecture of reading, while Uzbek research intensifies practical instructional implications, including learner-centered strategy training, motivation, and contextual adaptation. The discussion outlines how these insights support ICT-based reading instruction through scaffolding, multimodal tasks, and feedback-driven comprehension monitoring.
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