Szocioökonómiai sajátosságok hatása az olvasástechnika elsajátítására második évfolyamos tanulók vizsgálata alapján

Abstract

The Meixner Foundation is conducting a multi-year research project to renew and re-evaluate the reading materials developed by Ildikó Meixner (1995). In May 2019, the results of 1,068 2nd graders were used to define new diagnostic criteria for poor reading performance in the Meixner Reading Test for this grade level in terms of speed, accuracy, and comprehension. Three test variants were used, differing in the subtests of reading and comprehension. The research also included the collection of data on some background variables that were considered significant for reading based on the literature. The present study compares reading indicators based on the results of 514 students from Test C with available socio-economic data. Correlation studies on groups based on the type of settlement and the mother′s education show that children have unequal chances to acquire reading at the instrumental level from the initial stage of schooling, after the acquisition of written language, due to different socio-economic characteristics.