Gyenge olvasási képesség és pedagógiai relevanciái

Abstract

This study relates to the national, representative reading assessment project (n = 934) of the Meixner Foundation, which focuses on the update and standardisation of the reading comprehension test procedure measuring students in fourth grade, created by Ildikó Meixner (2000). The study aims to answer the research question whether students performing weakly in reading speed, accuracy, and text comprehension are supported so that they can overcome their difficulties. This article introduces the current system and it provides an overview on the various kinds of reading weaknesses and their prevalence. It analyses the relation between the socio-economic condition and the access to development. It also investigates the possible factors why students in need of development are not supported (28% of the total sample). The analysis points to the fact that neither the type of settlement, nor the parents’ educational attainment influences the participation in intervention programs. Consequently, the key to progress lies in the supporting system as a whole, in its structure and in the enhancement of experts’ knowledge of the treatment of reading comprehension problems.