Developing Expressive Reading Skills in Primary School Pupils

This article examines the pedagogical and methodological foundations for developing expressive reading skills in primary school pupils, emphasizing the importance of expressive reading as a key component of early literacy and overall language development. Expressive reading is understood not only as accurate and fluent decoding of text, but also as the ability to convey meaning, emotions, intonation, rhythm, and logical stress, which together contribute to deeper text comprehension and effective communication.
The study analyzes theoretical approaches and practical methods used in primary education to foster expressive reading skills. Special attention is given to age-related psychological characteristics of primary school pupils, including their cognitive development, emotional sensitivity, imagination, and speech activity. These factors are considered essential in selecting appropriate teaching strategies and instructional materials. The article highlights the role of teacher guidance, modeling of expressive reading, and systematic practice in creating favorable conditions for pupils’ reading development.
Various instructional techniques are discussed, such as reading aloud, choral reading, role-based reading, dramatization, and the use of literary texts rich in imagery and emotional content. The integration of phonetic exercises, intonation training, and vocabulary enrichment is shown to enhance pupils’ ability to perceive and express the semantic and emotional nuances of texts. In addition, the use of interactive and learner-centered approaches is emphasized as a means of increasing motivation and engagement in the reading process.
The article also addresses the importance of assessment and feedback in the development of expressive reading skills. Continuous monitoring of pupils’ progress allows teachers to identify difficulties in pronunciation, intonation, and comprehension, and to provide targeted support. The findings suggest that a systematic and integrated approach to teaching expressive reading contributes to the development of pupils’ speech culture, critical thinking, and aesthetic appreciation of literary works.
In conclusion, the article substantiates that the development of expressive reading skills in primary school pupils is a multifaceted process that requires methodological consistency, consideration of psychological factors, and the use of diverse pedagogical tools. The proposed approaches can be effectively applied in primary education to improve reading competence and support the holistic linguistic and personal development of young learners.