Maqolada O‘zbekiston Respublikasining raqamlashtirish sharoiti va bilingval ta’lim muhitida boshlang‘ich sinf o‘quvchilarining o‘qish savodxonligi hamda produktiv tafakkurini rivojlantirish muammosi ko‘rib chiqiladi. Raqamli ta’lim resurslari va sun’iy intellekt texnologiyalarining o‘quvchilarning o‘qish faoliyatini tashkil etish hamda ularga lingvistik va mazmuniy ko‘mak berish vositasi sifatidagi imkoniyatlari tahlil qilinadi. Ta’lim jarayonining ikki subyekti — o‘qituvchi va o‘quvchini raqamli qo‘llab-quvvatlash zarurati asoslab beriladi. Muallifning ikki konturli raqamli qo‘llab-quvvatlash modeli taqdim etiladi: birinchi kontur o‘qituvchini metodik qo‘llab-quvvatlashga, ikkinchi kontur esa boshlang‘ich sinf o‘quvchisining mustaqil o‘qish va fikrlash faoliyatini tashkil etishga yo‘naltirilgan. Ikkinchi konturning mazmuniy mexanizmi sifatida mualliflik “OKNO” texnologiyasi taklif etiladi: “Matnda yo‘nalish olaman — Mazmunni shakllantiraman — Axborotni topaman va baholayman — Umumlashtiraman va qo‘llayman.” Birinchi konturni amaliy jihatdan amalga oshirish shakli sifatida “Birgalikda o‘rganamiz” raqamli metodik platformasi ko‘rib chiqiladi. Modelning bog‘lovchi komponenti bilingval lingvistik va mazmuniy qo‘llab-quvvatlash bo‘lib, qayta aloqa mexanizmi pedagogik faoliyatni tuzatish va takomillashtirish imkonini beradi. Sun’iy intellektning pedagogik qiymati undan foydalanish faktining o‘zi bilan emas, balki uning qo‘llanilishi o‘quvchida qanday intellektual faoliyatni yuzaga keltirishi bilan belgilanishi asoslab beriladi.

The article addresses the problem of developing reading literacy and productive thinking in primary school students in the context of digitalization and the bilingual educational environment of the Republic of Uzbekistan. The potential of digital educational resources and artificial intelligence technologies as tools for organizing reading activities and providing linguistic and semantic support to students is analyzed. The need for digital support for two key participants in the educational process—the teacher and the student—is substantiated. The author's two-loop model of digital support is presented: the first loop is aimed at providing methodological support for teachers, while the second focuses on organizing primary school students’ independent reading and cognitive activities. The substantive mechanism of the second loop is the author-developed “OKNO” technology: “Orienting in the Text — Constructing Meaning — Finding and Evaluating Information — Generalizing and Applying.” The digital methodological platform “Learning Together” is considered a practical form of implementing the first loop. Bilingual linguistic and semantic support serves as the connecting component of the model, while the feedback mechanism enables the adjustment of pedagogical practices. The article substantiates the proposition that the pedagogical value of artificial intelligence is determined not by the mere fact of its use, but by the nature of the intellectual activity that its use initiates in students.