A szövegértés mérése a történelemórán feldolgozandó szövegtípusokon 11. évfolyamos tanulók körében

Abstract

Students coping with reading comprehension difficulties start at a disadvantage in each subject at school. As there are typical text types and related processing methods and reading strategies in all subjects, including history, the subject-dependent approach of reading comprehension gives a new perspective in education. The aim of this study is to investigate how subject-specific text types in history classes influence the effectiveness of reading comprehension. Based on the research carried out with 11th-grade students, it can be stated that text types have an influence on effectiveness. Students performed better when reading continuous texts, compared to verbal-multimodal, non-continuous texts (figure, table). In the case of verbal-multimodal texts, furthermore, there have been better results for the comprehension of tables than for figures.  In the future, it might be worth planning text type-specific development for students that could be used also within the framework of the subject of history.