Participation in intervention programmes of children with poor reading skills in Hungary.

Autor/inn/en	Sipos, Zsoka; Steklacs, Janos
Titel	Participation in intervention programmes of children with poor reading skills in Hungary. Paralleltitel: Sodelovanje v programih pomoci, namenjenih otrokom s slabimi bralnimi zmoznostmi, na Madzarskem.
Quelle	In: CEPS journal, 12 (2022) 4, S. 181-203Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:26132 10.26529/cepsj.1030
URN	urn:nbn:de:0111-pedocs-261329
Schlagwörter	Partizipation; Schüler; Ungarn; Lernerfolg; Intervention; Wirkung; Leseförderung; Förderprogramm; Schuljahr 05; Schüler; Lernerfolg; Lernschwierigkeit; Leseschwäche; Leseförderung; Partizipation; Intervention; Wirkung; Ungarn
Abstract	In this century, the value of information has become more significant; reflecting this change, focus has shifted to preparing pupils for the functional use of reading. Therefore, the latest international assessments of reading literacy are set up to address this kind of knowledge. Significant numbers of individuals are performing below the minimum level in these assessments in Hungary, signalling lower capacity for participation in the community. When attempting to eliminate functional illiteracy, it is crucial to analyse the present support system, and the efficiency of recognising reading problems in the early stages, in order to improve the provision of education systematically. When examining the probable causes of the struggle to comprehend texts, one of the prerequisites of understanding written language is appropriate decoding. This research focuses on investigating the access to intervention programmes of 5th-grade children with poor reading skills. The speed and accuracy of the aloud reading of 957 pupils attending mainstream classrooms were measured and compared to the data regarding the participation in rehabilitation programmes. The most relevant finding of the research was that only less than half of the children with poor reading skills receive help to improve their performance; 55% of slow readers and 60% of non-accurate readers were left without support, even though their performance is significantly worse than that of their peers. This finding indicates the need to revise the screening system and necessitates more extensive and less diagnosis-based access to intervention programmes. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1