Szövegértési kompetenciák fejlesztésének lehetőségei egy kisvárosi intézményben – egy módszertani csomag hatásvizsgálata

Abstract

One of the measures of school quality nowadays is the level of competencies relative to the national average. Reading comprehension and mathematical competence are the fundamental skills that can be developed and are undoubtedly necessary throughout lifelong learning (ANTALNÉ 2003).

This idea underpins the chosen research topic: since 2021, a new methodological package has been implemented in a small-town elementary school to improve reading comprehension (HIDEGH, 2021).

The main question of the research is whether applying this methodological package can lead to better results in the national assessment measurements (OKM) among upper-grade students. One of the sub-questions also deals with learning motivation. According to researchers in this field, motivation influences learning performance. The study evaluates the impact of the implemented practice on reading comprehension through both baseline and follow-up assessments.

The new methodological practice integrated into everyday teaching has been in place for five years. Initial results were not very promising (due to Covid), but subsequent years’ measurements indicate progress: for the third consecutive year, the school's results in the national assessment have surpassed the national average. The ultimate goal of the research is to improve reading comprehension skills among upper-grade students, as multiple studies confirm that this is the foundation for further learning and a key factor for success in the adult digital and information society (GRABE & STOLLER, 2011).