The article examines the problem of developing reading literacy among primary school students
in the context of increasing information flows and the shift to competency-based education; the relevance
is justified by the need to enhance students’ ability to understand, interpret, and apply written information.
Methodology and Methods. A mixed-methods approach was used, including an online survey “A Reading
Nation!” among 130 students in Grades 3 to 4, diagnostic tasks, and document analysis; quantitative data were
analyzed through frequency and percentage distribution, while qualitative responses were processed using content
analysis. Results. The study showed that most students are interested in reading, although regular reading habits
are not fully formed; fairy tales and adventure stories dominate preferences, family support strongly influences
motivation and comprehension, while limited access to modern books and insufficient school-based initiatives
remain barriers. Scientific novelty. The study provides new empirical evidence on the relationship between
reading motivation, family reading practices, and the development of functional reading literacy in the early
school years. Practical significance. The findings can guide the development of reading programs, strengthen
school–family cooperation, and support strategies aimed at improving reading motivation and comprehension
skills, contributing to the overall quality of primary education.