This article provides an analytical examination of the development of reading literacy among primary school students within the digital transformation, based on the results of the international PIRLS study. In today’s education system, the widespread integration of digital technologies has fundamentally transformed the ways students interact with texts, requiring a new perspective on reading literacy. In this regard, reading literacy is viewed not only as the ability to comprehend a text, but also as a set of skills involving locating, integrating, interpreting, and evaluating information.

The theoretical section of the study presents the concept of reading literacy as defined in international assessments (PIRLS, PISA) and identifies the specific characteristics of the digital reading environment. The “Materials and Methods” section describes the structure of the PIRLS-2016 and PIRLS-2021 cycles, the assessment formats, participant samples, and the transition to digital testing. The data allow for an analysis of the dynamics of reading literacy among Kazakhstani students.

The results analysis compares students’ achievements in literary and informational texts as well as their performance in paper-based and digital formats. Special attention is given to tasks based on the literary text “The Empty Pot,” which are used to analyze students’ abilities to locate information, identify cause-and-effect relationships, understand metaphorical meaning, and interpret characters’ emotional states. The conclusion highlights the importance of developing methodological and strategic approaches to support reading literacy in a digital learning environment.