Abstract
The article analyzes the factors contributing to the low reading literacy ratings of schoolchildren in Kazakhstan, as assessed by the Programme for International Student Assessment (PISA), an international study of functional literacy. It explores strategies for enhancing reading literacy, particularly through interactive teaching methodologies. Reading literacy is defined as the ability of students to comprehend written texts, reflect on their content, and utilize that understanding to achieve educational objectives while developing the knowledge and skills necessary to engage actively in society. The work specifically describes methods aimed at fostering higher-order thinking skills in English reading lessons. For this study, the instruments employed included a pre-test and a post-test, along with a questionnaire. The collection of pre- and post-test data facilitated the evaluation of variations in student performance before and after the implementation of the interactive approach. Results indicated a significant improvement in reading skills, with the experimental group achieving a mean score increase from 26.1 to 33.75, reflecting a noteworthy enhancement in reading proficiency. Moreover, the findings reveal that interactive techniques effectively motivate both educators and instructional designers. The implementation of the interactive approach not only improved students' reading proficiency but also elicited positive responses from students regarding its application in reading instruction. This underscores the importance of adopting innovative teaching methods to foster greater engagement and understanding in reading literacy.