Strategies of formative assessment to improve reading comprehension: the evidence from the 8th grade learners

Authors

  • Uzbek State World Languages University

DOI:

https://doi.org/10.5281/zenodo.20809419
Variant 2 1 - A; 2 - C; 3 - B; 4 - C; 5 - C; 6 - A; 7 - A; 8 - B; 9 - A; 10 - C; 11 - A; 12 - B; 13 - A; 14 - B; 15 - C; 16 - A; 17 - B; 18 - B; 19 - C; 20 - G; 21 - F; 22 - B; 23 - D; 24 - H; 25 - A; 26 - E; 27 - C; 28 - A; 29 - B; 30 – C

Abstract

Reading comprehension is a critical skill that enables learners to comprehend, interpret, and analyze written materials. However, many middle school students struggle to understand complex literature. This article investigates the role of formative assessment procedures in enhancing reading comprehension among 8th-grade students. Formative assessment monitors students' learning during the teaching process and provides feedback to help them improve their comprehension. The study investigates at numerous formative assessment procedures used in the classroom, such as teacher feedback, questioning strategies, peer assessment, and self-assessment. These techniques enable pupils to think critically about what they read and become more engaged in the learning process. The study was undertaken with 8th-grade students to evaluate how different tactics influence their reading.

Keywords:

Formative assessment reading comprehension 8th grade learners feedback strategies peer assessment self-assessment classroom assessment student engagement middle school education

References

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Author Biography

Shaxnozabonu Azat qizi Xalmuratova ,
Uzbek State World Languages University

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How to Cite

Xalmuratova , S. A. qizi. (2026). Strategies of formative assessment to improve reading comprehension: the evidence from the 8th grade learners. The Lingua Spectrum, 4(1), 295–301. https://doi.org/10.5281/zenodo.20809419

Issue

Vol. 4 No. 1 : The Lingua Spectrum: April

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Articles

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Copyright (c) 2026 Shaxnozabonu Azat qizi Xalmuratova

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