Az írott és hallott anyanyelvi szövegértés vizsgálata harmadik osztályban

Abstract

Pedagogical practice shows that children who are already literate develop visual comprehension, i.e. they understand and remember written texts more easily. The research questions are whether third-grade students have a more advanced understanding of spoken or written texts and to what extent working memory plays a role in the process of text comprehension. The study sample consists of thirty-two third-grade students from two schools in Oradea. The survey consisted of three sessions. On each of the three occasions, the students were given a story and then had to solve a worksheet related to the story. In the first session, the children were allowed to keep the text they had received with them and look at it while solving the worksheet. The second time, they had to return the text before solving the worksheet. The third time, they were asked to listen to the text using the method of reading by demonstration. The study investigates the relationship between the results of the three surveys.