Articles

A Conceptual Framework for the Impact of Brainstorming Strategy on Developing Reading Comprehension Skills Among High School Students in Azerbaijan

ABSTRACT

This theoretical paper provides a conceptual analysis of the impact of the brainstorming strategy on the development of reading comprehension skills among high school students, with a specific focus on the Azerbaijani educational context. In an era where educational goals are shifting from rote memorization to critical thinking, there is a need for pedagogical frameworks that explain how active learning strategies foster deep understanding. This article aims to construct a theoretical model that elucidates the cognitive and social mechanisms through which brainstorming enhances the different levels of reading comprehension (literal, inferential, and critical). The methodology employed is a synthesis of established learning theories, including Constructivism and Schema Theory, and a review of pedagogical literature. The paper argues that brainstorming is not merely a classroom activity but a structured process that aligns with the fundamental principles of how students learn. The conceptual findings of this paper present a process model linking the stages of brainstorming (pre-reading, during-reading, post-reading) to specific comprehension outcomes. The scientific novelty of this work lies in its creation of a specific theoretical bridge between brainstorming as a strategy and reading comprehension as a cognitive skill set within the Azerbaijani context. Its practical significance is to provide educators and curriculum designers with a robust theoretical justification and a clear conceptual guide for implementing brainstorming to cultivate advanced literacy skills.

KEYWORDS

brainstorming, reading comprehension, conceptual framework, learning strategies, Azerbaijan