READING HABITS AND SELF-ASSESSMENT OF READING COMPREHENSION SKILLS AMONG HUNGARIAN STUDENTS IN SLOVAKIA

2019 ◽  
Vol 1 (1) ◽  
pp. 78-88
Author(s):  
Viktória Gergelyová
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Age Groups ◽  
Social Background ◽  
Reading Habits ◽  
Self Assessment ◽  
Second Stage ◽  
Comprehension Skills ◽  
Level Of Understanding ◽  
Reading Comprehension Skills

This paper introduces the results of a survey examining the reading habits and self-assessment of reading comprehension skills of Hungarian students in Slovakia. As the largest ethnic minority in Slovakia is Hungarian, it has extensive primary and secondary native language school networks. The purpose of this research is to map the reading habits and self-assessment of reading comprehension skills of students to answer the question how these subjective views of different age groups change and what indicators (social background, school success) they correlate with. We have chosen questionnaires composed of 28 questions as a method for examining the students’ reading habits. The total number of survey respondents was 131. There were 98 respondents from average schools where reading comprehension and reading habits are not taught separately. In that case three age groups were involved: 23 students at a secondary grammar school, 38 pupils in the second stage of primary school and 37 pupils in the first stage of primary school. Interestingly, there is no big difference in reading attitudes among the different age groups. The respondents’ answers prove that only a fraction of students read in their free time. On the other hand, the groups, regardless of age, subjectively claim that they do not have problems with reading comprehension tasks. They claim that reading is easy for them, so they understand everything that they read. It can be concluded that these statements are highly controversial with the results of international surveys. At a later stage of the research the survey was conducted in a primary school where pupils have regularly reading comprehension classes. The number of respondents from this school was 33. There were 21 pupils from the second stage and 12 pupils from the first stage of primary school. Based on the results, there are considerable differences in the answers provided by the two groups. The pupils from the primary school with reading comprehension classes differently judge their level of understanding. These results have potential implications for further research to determine the reading habits and reading comprehension skills of Hungarian pupils in Slovakia.

scholarly journals READING HABITS AND SELF-ASSESSMENT OF READING COMPREHENSION SKILLS AMONG HUNGARIAN STUDENTS IN SLOVAKIA

2021 ◽  
Vol 3 (1) ◽  
pp. 8-18
Author(s):  
Viktória Gergelyová
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Age Groups ◽  
Social Background ◽  
Reading Habits ◽  
Self Assessment ◽  
Second Stage ◽  
Comprehension Skills ◽  
Level Of Understanding ◽  
Reading Comprehension Skills

This paper introduces the results of a survey examining the reading habits and self-assessment of reading comprehension skills of Hungarian students in Slovakia. As the largest ethnic minority in Slovakia is Hungarian, it has extensive primary and secondary native language school networks. The purpose of this research is to map the reading habits and self-assessment of reading comprehension skills of students to answer the question how these subjective views of different age groups change and what indicators (social background, school success) they correlate with. We have chosen questionnaires composed of 28 questions as a method for examining the students’ reading habits. The total number of survey respondents was 131. There were 98 respondents from average schools where reading comprehension and reading habits are not taught separately. In that case three age groups were involved: 23 students at a secondary grammar school, 38 pupils in the second stage of primary school and 37 pupils in the first stage of primary school. Interestingly, there is no big difference in reading attitudes among the different age groups. The respondents’ answers prove that only a fraction of students read in their free time. On the other hand, the groups, regardless of age, subjectively claim that they do not have problems with reading comprehension tasks. They claim that reading is easy for them, so they understand everything that they read. It can be concluded that these statements are highly controversial with the results of international surveys. At a later stage of the research the survey was conducted in a primary school where pupils have regularly reading comprehension classes. The number of respondents from this school was 33. There were 21 pupils from the second stage and 12 pupils from the first stage of primary school. Based on the results, there are considerable differences in the answers provided by the two groups. The pupils from the primary school with reading comprehension classes differently judge their level of understanding. These results have potential implications for further research to determine the reading habits and reading comprehension skills of Hungarian pupils in Slovakia.

scholarly journals A comparative study of reading comprehension skills among Hungarian students in Hungary and Slovakia

2021 ◽  
Author(s):  
Ildikó Vančo ◽  
Viktória Gergelyová
Keyword(s):  
Reading Comprehension ◽  
Age Groups ◽  
Reading Habits ◽  
School Students ◽  
Actual Performance ◽  
Comprehension Test ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Two Age Groups

AbstractThe present study aims to map the reading comprehension skills of the primary school students in Hungary and Slovakia and to see what differences there are in the reading habits, self-assessment and actual performance in reading comprehension between the two groups.A total of 240 survey respondents from the two countries and belonging to two age groups participated in this phase of research. The survey consisted of two parts. The first part was a self-completed questionnaire consisting of 23 questions, in which the students' sociological background, language use, reading habits, and subjective opinions related to the assessment of reading comprehension skills were assessed. The second part was a reading comprehension test, which consisted of three sets of texts and questions adapted to the cognitive abilities of the two age groups.An analysis of the answers shows that there is no significant difference between the self-evaluation of students in the two countries regarding their reading comprehension skills. There is however a difference between the reading habits of Hungarian students in Hungary vs. in Slovakia in both age groups, and a significant difference between the results of the reading comprehension test in the groups of students from the two countries.

scholarly journals The proficiency Level of Female Primary School Pupils in Reading Comprehension Skills from the Viewpoint of their Teachers: مستوى تمكن تلميذات المرحلة الابتدائية من مهارات فهم المقروء من وجهة نظر معلماتهن

2021 ◽  
Vol 5 (48) ◽  
pp. 86-52
Author(s):  
Meaad Mansor AL-Rashidi, Khadijah Mohammed Haji Meaad Mansor AL-Rashidi, Khadijah Mohammed Haji
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Pearson Correlation ◽  
Survey Method ◽  
Validity And Reliability ◽  
Arithmetic Means ◽  
Proficiency Level ◽  
Comprehension Skills ◽  
Primary School Pupils ◽  
Reading Comprehension Skills

The current research aims to identify the level of proficiency of upper-grade female primary school pupils in the elementary stage in reading comprehension skills from the viewpoint of their teachers, to detect the teachers, viewpoints about their pupils, level of proficiency in reading comprehension skills that are due to the difference in the grade, and to identify a list of reading comprehension skills that are necessary for upper grade’s students. The author used the descriptive survey method and applied the research tool (questionnaire) on a sample of (261) teachers out of (815) at a percentage of (32%), having verified their validity and reliability. She also used a set of statistical methods including: Alpha Cronbach, Pearson Correlation Coefficient, repetitions, percentages, arithmetic means, standard deviations, single analysis of variance (ANOVA) test, and Scheffe post hoc difference test. The author found that that the proficiency level of female primary school pupils in those skills is great in general as well as in the skills of direct, deductive, and creative comprehension, while it was moderate in the skills of appreciation and critical understanding. There are statistically significant differences at the level of (0.05) in direct comprehension skills due to the teaching grade variable, as it came in favor of the fourth and fifth grades. There are no statistically significant differences in the rest of the skills. Finally, in light of the research findings, a set of recommendations were made.

scholarly journals The study of reading fluency and reading comprehension skills of primary school students whose mother tongue is different

2020 ◽  
Vol 25 ◽  
pp. 43-55
Author(s):  
Yusuf Kızıltaş ◽  
Mustafa Yildiz
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Reading Fluency ◽  
Working Group ◽  
Mother Tongue ◽  
Primary School Students ◽  
School Students ◽  
Comprehension Skills ◽  
Fluency And Comprehension ◽  
Reading Comprehension Skills

The purpose of this research is to analyse reading fluency and comprehension skills of different mother tongue of primary school students in the 4th grade. The effects of variables such as mother tongue and gender were examined in reading fluency and comprehension skills of different primary school students whose mother tongue is different. The working group of the study was selected by criterion sampling from the purposeful sampling methods among the students studying in primary schools in the province of Tuşba in Van. The working group consists of 201 female and 227 males, a total of 428 students. In the research, ‘Narrative Text’ collected data about reading fluency; ‘Multidimensional Fluency Scale’ measured reading prosody skills; and ‘Reading Comprehension Test’ was used to determine the reading comprehension levels. According to the findings, the students were generally divided into two groups: those whose mother tongue is Turkish, and those who is Kurdish. As a result of the research, it was revealed that the fluent reading and reading comprehension skills of primary school 4th grade students whose mother tongue is Turkish are generally higher than those whose mother tongue is Kurdish.  

scholarly journals The Effect of Self-assessment on the Development of EFL Reading Comprehension Skills

2021 ◽  
Vol 5 (2) ◽  
pp. 231-247
Author(s):  
Kenza TAKARROUCHT
Keyword(s):  
Reading Comprehension ◽  
Test Scores ◽  
Reading Strategies ◽  
Quantitative Data ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Self Assessment ◽  
First Semester ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

Using self-assessment as part of reading courses is key to improving reading comprehension skills. This study aims at exploring how self-assessment develops EFL students’ reading comprehension skills. It was conducted with a sample of 40 students enrolled in the English Department, University of Algiers 2 during the first semester of the academic year 2020/2021. To collect data, an embedded mixed-methods research paradigm was used which involved collecting both quantitative and qualitative data.  The quantitative data were test scores collected as part of a pre-experiment. The pre-experiment involved administering a pre and post reading test and implementing a treatment. The treatment implemented was a self-assessment of reading strategies checklist. The qualitative data were   obtained by means of an open-ended interview on participants’ reading strategies. Quantitative data were analysed by calculating the mean score and the t-test, while qualitative data were analysed using content analysis. The findings indicated that self-assessment helped the students to increase test scores and to develop their reading strategies. It enabled them to plan, monitor, and evaluate their reading process by implementing different strategies and techniques. Drawing on these findings, it is suggested that English teachers use self-assessment of reading strategies as part of reading courses, since it can improve students’ reading comprehension skills and strategy use.

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