This article examines existing models and methods of teaching foreign language reading at the higher education level, provides a comparative analysis, and proposes an integrated three-phase model based on the combination of cognitive, communicative, and interactive approaches. The research is grounded in the study of both domestic and international theoretical sources, as well as an empirical analysis of the effectiveness of various methodologies. The study offers recommendations for implementing new strategies aimed at developing critical thinking, flexibility in information processing, and the automation of reading skills.

reading instruction, integrated model, cognitive approach, communicative approach, critical thinking, reading strategies, CLIL (Content and Language Integrated Learning), skimming, scanning, authentic texts, teaching practicum, digital learning technologies, reflection, translation-reading method, educational platforms.

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