A Vajdaságban alkalmazott magyar nyelvű ábécés olvasókönyv olvasástanulási szövegeinek funkcionális analízise a Vajdaságban magyar tanulmányokat folytató magyar anyanyelvű hat-nyolc éves tanulók olvasás iránti érdeklődésének aspektusából

Abstract

Functional Analysis of Reading LearningTexts of the Hungarian Alphabet Reading Book in Vojvodina from the Point of View of Interest in Reading for 6-8-year-old Hungarian-speaking Children who are Studying Hungarian in Vojvodina --- 1INTRODUCTIONMuch research on reading sociology observes that Hungarian-language learners do not like to read (Ábrahám, 2006; Bereck, 2009; Gombos, 2013; Gombos -Hevérné -Kiss, 2015; Péterfi, 2017). According to the 2016 PIRLS survey, fourth-grade pupilshave sufficient reading skills;yet,one-fifth of Hungarian pupilsdo not like to read, and 46% do not like reading at all (Balázsi -Balkányi -Vadász, 2017). The number of five-to six-year-old students who think of reading with excitement usually decreases in the third grade of elementary school (Bárdos, 2009). Whatcan we do if pupilshave the properreading skills and a positive attitude about reading, but develop a negative reading attitude by the end of the first grade? This negative attitude also affects the cognitive and affective functioning of pupils’interest. The question arises: what toolscan we discusswhen it comes toinfluencing thepositive reading attitudes of pupils and their cognitive and affective functioning?Six-to eight-year-old children who are in the first grade will first come across a textbook as a reading aid. In their case, the textbook, or more specifically the alphabet reading book, is the first bookthat this age group brings to the first reading experience. It isthe first book from which these children are no longer read by adults, but which theyuse tohave an independent reading experience. Therefore, the alphabet reading book plays an important role among 6-8-year-olds. Pupilsform a chain of hypotheses about reading from the experience gained from reading alphabetreading books and reading texts. This is why, among other things, it is important to deal with the content of the texts from the reading bookin question.In order to be able to examine the reading attitudes of 6-8-year-old pupilsand the content of the textbooks in question, it is essential to examinethe historical development of reading, the development of Hungarian reading, as well asreading methodology and the process of raising interest. It is important to examine what forms of text and text content arouse the interest of novice readers to read and the motivation to read, while strongly influencingthe development of reading skills, in addition to developing appropriate reading skills and applying the appropriate teaching method. More specifically, there is an asymmetric relationship between reading development and reading motivation (Józsa, 2007; Szenczi, 2012). If the learner has the right level of motivation, this may also lead to the development of reading skills, but a learner with good reading skills may not be motivated to read (Szenczi, 2012). Because interest is nurtured by intrinsic motivation (Bandura, 1986; Boekaerts -Boscolo, 2002), it is important to focus on research that has a positive influence on the development of intrinsic motivation among pupils. Thus, we can talk about reading interest, motivation, and,last but not least, positive attitudestowards reading when pupilscome across literary texts that match their interests(Ainley -Hidi, 2002).In order for pupilsto develop a minimum level of interest in reading, it is primarily worthwhile to find topics that, when first encountered with the text, encourage them to deal with the text in front of them, not just for reading purposes. To this end, it is worthwhile to examine and apply topics that, through the effectiveness of some educational goal, have a decisive impact on the reader’s interest in reading–or which, besides developing reading skills, have a developmentaleffect on the pupil’spersonality development (Nagy -Katsányi, 2002; Steinberg, 1974). Further research confirms that well-chosen reading content and topics contribute significantly to the development of interest (Hidi, 2001). Since 6-8-year-old children are most interested in fairy tales, the focus of thedissertation is on the function, content,and characters of the fairy tale (Bettelheim, 2011; Kádár, 2012; Propp, 1999). 2The dissertation attemptsto develop and implement a method of empirical research, the results of which will aid in the investigation of an important educational science paradigm that focuses on student interest. In this context, if reading the texts inanalphabet reading book are not ofinterest topupils, theywill be reluctant to read the book. If they cannot read based on their knowledge ofthe alphabet, they will not practice reading; thus, theywill not be able to fully master the technique of reading, which will make it difficult for the upper classes–not only for subjects related to the mother tongue, but all other activities that require reading. If pupilslearn to read from an alphabet reading book withtexts that are of interest to them, they will be more motivated to read. If they become more motivated, they will develop a positive reading attitude, which will make them eager to grab a book that they will read for thepurpose of reading. The results of the dissertation’s empirical research will be used in the future to develop a collection of reading books, so the age group involved in reading acquisition can learn to read with textsthat will continue to interest them.