Abstract. This article explores the potential of the Progress in International Reading Literacy Study (PIRLS) research program to enhance teaching methodologies for elementary students. By analyzing the PIRLS framework and its implications for classroom practices, we propose a set of strategies to improve reading literacy instruction. The study employs a comprehensive literature review and a qualitative analysis of PIRLS data to identify key areas for improvement. The results suggest that focusing on reading comprehension strategies, engaging with diverse texts, and fostering a positive reading culture can significantly enhance student performance. The article discusses the practical applications of these findings and offers recommendations for educators and policymakers to integrate PIRLS-informed practices into their teaching methodologies.