Scholarly record
THE DETERMINATION OF READING HABITS AMONG HUNGARIAN STUDENTS IN SLOVAKIA
Abstract
This paper introduces the results of a survey examining the reading habits 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 of students to answer the question how these habits 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 98. There were three age groups 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. These results have potential implications for further research to determine the reading habits and reading comprehension skills of Hungarian pupils in Slovakia.
Publication Impact Profile
Publication details
References10
ADAMIKNÉ, J.A.: Az olvasás múltja és jelene. [The past and the present of reading] Trezor Kiadó, Budapest, 2006, pp 36.
F. JOÓ, A.: Olvasási attitűd: fiú-lány különbségek. [Reading attitude: differences between boys and girls] In: Iskolakultúra. vol.22/issue 10, 2012, pp 43-57.
F.JOÓ, A.: Az olvasási attitűd kutatása Mathewson modellje alapján. [Researching reading attitude based on Mathewson’s model] In: Anyanyelv-pedagógia. Vol. 6/issue 2, 2013. Avaliable at: http://www.anyanyelv-pedagogia.hu/cikkek.php?id=452
MINEDU: Výsledky slovenských 15-ročných žiakov sú podľa medzinárodnej štúdie PISA 2015 pod priemerom krajín OECD [The results of Slovak 15-year-old pupils are below the average of the OECD countries according to the PISA 2015 international study], 2016: Avaliable at: https://www.minedu.sk/vysledky-slovenskych-15-rocnych-ziakov-su-podla-medzinarodnej-studie-pisa-2015-pod-priemerom-krajin-oecd/
MINEDU: Prvé výsledky medzinárodného výskumu čitateľskej gramotnosti žiakov štvrtého ročníka základných škôl – PIRLS [The first results of the international research on reading literacy of pupils of the fourth grade of primary schools – PIRLS], 2016. Avaliable at: https://www.minedu.sk/prve-vysledky-medzinarodneho-vyskumu-citatelskej-gramotnosti-ziakov-stvrteho-rocnika-zakladnych-skol-%E2%80%93-pirls-2016/
F. JOÓ, A.: Olvasás és közösségi interakció: a perszuazív kommunikáció hatása általános és középiskolás fiútanulók olvasási attitűdjére [Reading and social interaction: the impact of persuasive communication on the reading attitude of primary and secondary school pupils]. 2018. Available at: http://hdl.handle.net/2437/263147
F. JOÓ, A.: Olvasási attitűd: fiú-lány különbségek. . [Reading attitude: differences between boys and girls] In: Iskolakultúra. vol.22/issue 10, 2012, pp 43-57.
KOCAARSLAN, M.: An exploratory study of the relationships between reading comprehension competence, reading attitude and the vividness of mental imagery among Turkish fourth-grade students. In: International Electronic Journal of Elementary Education, June 2016, 8(4), 675-686. Available at: https://files.eric.ed.gov/fulltext/EJ1109876.pdf
WILLINGHAM, D.: Ask the Cognitive Scientist: Why Students Think They Understand—When They Don't. In: American Educator: Winter 2003-2004. Available at: https://www.aft.org/periodical/american-educator/winter-2003-2004/ask-cognitive-scientist
KRUGER, J. – DUNNING, D.: Unskilled and Unaware of It: How Difficulties in Recognizing One's Own Incompetence Lead to Inflated Self-Assessments. Journal of Personality and Social Psychology 1999, Vol. 77, No. 6, 121-1134. Available at: https://pdfs.semanticscholar.org/e320/9ca64cbed9a441e55568797cbd3683cf7f8c.pd
View or Download full articleAccess options
SWS access login
Login as SWS Scientific CommitteeLogin as SWS Scientific PartnerLogin as SWS AuthorAuthors and approved SWS contributors will read and export their own linked papers after identity matching by SWS profile, email and SGEM GlobalID.
For librarian assistance: [email protected]
Purchase Instant Access
- Article can be downloaded after successful payment.
- Article may be used according to SWS library access terms.
- Article cannot be redistributed.
