The study presents theoretical substantiation of an innovative model for developing reading
interest among primary school students in the context of digitalization of social life, addressing the absence
of a systematic scientifically-based approach to developing reading interest in younger schoolchildren in
pedagogical practice. Methodology and Methods. The methodological foundation consists of activity-based,
personality-oriented, and systemic approaches, whose integration ensures comprehensive impact on the
formation of reading interest as a multi-component personal formation. The research methodology includes
theoretical analysis and modeling of the educational process. Results. A comprehensive model was developed
comprising four interconnected components: target-oriented (aimed at developing stable emotionally-positive attitude toward reading), content-based (including motivational-value, cognitive, and activity-reflective blocks), technological (defining forms, technologies, methods, and means), and result-evaluation (containing criteria and levels of formation). Four stages of reading interest formation were identified: preparatory, introductory, developmental, and creative-independent. Pedagogical conditions for effective development were substantiated: creating favorable reading environment, developing systematic reading activities, fostering active reading position, and applying diverse pedagogical technologies. Scientific novelty. The research systematizes scientific approaches to reading interest formation and creates a comprehensive model that accounts for psychological and pedagogical characteristics of primary school age in the digital era. Practical significance. The proposed model can be implemented in primary school educational processes to enhance the effectiveness of developing students’ reading interest and improve pedagogical practice in the context of modern digitalization challenges.