Background

Reading has been an integral part of my life since childhood, yet I often hear from students that reading feels uninteresting or burdensome. Many struggle to concentrate, comprehend, analyze, and articulate their thoughts about texts.

Initially, I questioned my teaching methods and sought innovative ways to engage students in reading. However, these attempts were largely ineffective. Through consultations with colleagues, I found that many teachers face similar challenges. Some attribute the problem to the rise of games and social networks, while others point to the complexity of textbooks, which do not align with students’ age or skill levels. Teachers from other subjects have noted that students struggle to understand tasks and the texts they read, contributing to a broader decline in writing literacy.

These observations led me to reflect on the state of reading literacy in Kazakhstan. I decided to explore the policies and practices aimed at promoting reading, particularly in remote areas. The school where I teach is in a remote part of the Abay region, and geographical factors may influence how reading initiatives are perceived and implemented.

The relationship between education quality and economic growth is well-established (Hanushek & Woessmann, 2010). Education, especially reading, is fundamental for gaining knowledge and developing skills (World Bank,2019). Reading proficiency influences not only academic and professional success but also broader life aspects like employment, health, and life expectancy, often affected by socioeconomic status (Gilbert et al., 2018; Mulcahy et al., 2016). Literacy is crucial for societal participation (OECD, 2018), and a nation’s literacy level is a better predictor of economic growth than the average years of schooling (Hanushek & Woessmann, 2012).

In Kazakhstan, however, reading literacy remains low. According to the PISA 2018 and 2022 assessments, Kazakhstani students scored 100 and 90 points lower than the OECD average in reading (OECD, 2018; OECD, 2023). A significant gap exists between urban and rural students, with rural students falling behind by roughly one school year (Nurbayev, 2021). Although school resources can help, geographical location has a more significant impact on performance (Smanova, 2021). Other regional factors like income must also be considered when integrating policies, as there are notable disparities (Sermagambet et al., 2022).

Given these issues, this study aims to examine policies and practices related to reading literacy in rural and remote schools in Kazakhstan. The goal is to better understand the current situation and support the development of reading literacy in these areas.

This study seeks to explore the following research questions:

•What kind of policies and practices are in place in relation to promoting reading literacy in schools in Kazakhstan? •To what extent stakeholders are engaged in developing those policies and practices in remote schools in Kazakhstan? •What are the key challenges and opportunities in promoting reading literacy in remote schools in Kazakhstan?

This qualitative case study examines reading literacy policies and practices in the remote area of the Abai region in Kazakhstan. Semi-structured interviews, observations, and document analyses are employed to gather data from diverse participants, including teachers, school principals, parents and librarians. Participants: The sample includes stakeholders with at least 15 years of experience to ensure rich insights. Participants were selected through purposeful sampling to capture diverse perspectives on the challenges and successes of implementing reading literacy initiatives. Data Collection Instruments: 1. Semi-Structured Interviews: Questions focus on stakeholder experiences and perceptions of policies. 2. Document Analysis: Reviews policy documents to identify gaps between intended goals and actual practices. 3. Observations: Classroom and library observations highlight how reading practices are integrated into teaching.

1. Policies and Practices Kazakhstan has implemented multiple educational policies, such as the "Reading School" , "Unified National Program" initiatives, to enhance reading literacy. Despite continuous methodological updates, challenges persist due to lengthy guidelines, theoretical repetition, and inconsistent policy execution. 2. Stakeholder Engagement While schools conduct reading-related activities, such as bookcrossing and reading competitions, stakeholder engagement is limited. Teachers primarily act as implementers rather than contributors to policy development. Parents' involvement is inconsistent, with some engaged in school activities, while others only participate in surface-level initiatives like photo documentation of reading sessions. Feedback mechanisms are also absent, leading to a lack of policy refinement based on practical experiences. 3. Opportunities and Challenges While some schools report increased reading engagement, others cite misalignment between policy goals and assessment methods. Digital media emerged as both an opportunity and a challenge in the context of reading literacy development. Resource Gaps Implementation Challenges: Stakeholders report bureaucratic obstacles, including excessive reporting and lack of trust in professional autonomy.

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