Abstract
This research investigates how pre-service primary school teachers in Kazakhstan develop the ability to teach reading literacy through their knowledge of global assessment frameworks, such as the Progress in International Reading Literacy Study (PIRLS), while also evaluating the challenges they encounter. Using a questionnaire and semi-structured interviews, the study involved 135 pre-service primary school teachers from five regional universities in Kazakhstan. Research has shown a significant disparity between the theoretical knowledge taught in teacher education programs and the practical challenges encountered in the classroom. This disconnect becomes especially clear during international assessments such as the PIRLS, where pre-service teachers show limited ability to interpret and use PIRLS data to improve reading instruction. This indicates a clear need for specific training in this field. The study provides recommendations for connecting theory and practice in teacher training, highlighting the importance of training in large-scale assessments, such as the PIRLS, to promote proficient and confident literacy instruction.