This article presents an expanded overview of methodologies aimed at improving students’ reading literacy by integrating international research programs into the educational process. The study places particular emphasis on the Progress in International Reading Literacy Study (PIRLS), analyzing its function not only as an assessment tool but as a pedagogical resource for developing comprehensive literacy skills. It further discusses the incorporation of cognitive and metacognitive strategies, technology-enhanced learning environments, and collaborative practices that foster deeper reading comprehension and critical engagement with texts. By addressing the interplay between curriculum design, teacher competency, student-centered learning, and international standards, this article proposes a holistic methodology for literacy development aligned with global educational priorities.