FROM THEORY TO CLASSROOM: A GUIDE TO INTEGRATED READING- WRITING INSTRUCTION

This article advocates for integrated reading and writing instruction as a critical shift in literacy education. It argues that teaching these skills in tandem, rather than in isolation, is essential for developing true critical thinking and communicative competence in the 21st century. The piece grounds this approach in cognitive theory and genre pedagogy, while offering a practical, comparative analysis of its implementation in global contexts—particularly in Uzbekistan's evolving educational landscape. Highlighting local innovations, such as diagnostic assessment models, it provides educators with a concrete toolkit of strategies to transform students from passive consumers of text into agile architects of meaning