Abstract
Abstract. This article examines the development of natural science literacy as one of the key domains in the international PISA (Programme for International Student Assessment) research framework. It provides a comprehensive analysis of the criteria for evaluating scientific literacy, including various assessment aspects such as the format of materials, task types, and the intended purposes of textual use. Special attention is given to the features of science-related tasks, types of reading, and the principles governing effective reading strategies.The article identifies situational categories relevant to reading in PISA—namely, reading for personal use, reading for public use, reading for knowledge, and reading for learning. It also classifies text forms and types and explores core assessment dimensions such as information retrieval, broad comprehension, interpretive development, content evaluation, and the identification of text structure.Concepts such as interpretation and hermeneutics are highlighted as essential tools for understanding and analyzing scientific texts. The author emphasizes the importance of formulating meaningful questions, accurately interpreting content, and responding appropriately during the learning process. A classification of question types is also presented to support effective instructional design. Furthermore, the article discusses key methodological approaches to teaching reading in science education. It presents effective strategies and techniques for enhancing students' scientific literacy, supported by examples from empirical studies. Practical recommendations are offered for selecting and adapting reading materials to increase student engagement and foster deeper understanding. The author also examines methodological perspectives from domestic, Russian, and international researchers to provide a comparative context.