Módszertani Közlemények

Schnell Zsuzsa (2016): Az elme nyelve. Társalgás és nyelvfejlődés.

Alinka Molnár-Tóth — Tue, 01 Oct 2024 00:00:00 +0200

Megelőzési technikák és képzetek az iskolai agresszióról. Czető Krisztina (2013): Veszélyes üzem a katedra?

Dávid Pénzes — Tue, 01 Oct 2024 00:00:00 +0200

Beszédfeldolgozást vizsgáló tesztek iskoláskorig

Valéria Juhász, Márta Radics — Tue, 01 Oct 2024 00:00:00 +0200

The foundation for literacy can start with an appropriate level of speech perception and production skills and abilities. A high level of speech perception and phonological awareness based on it are essential for beginning to learn to read. Both speech perception, i.e. the ability to identify different sounds accurately, and the development of different levels of phonological awareness at a high level, as well as the process of developing more complex skills of manipulating syllables and sounds, develop over long months or years. Although the development of these skills starts from birth, they are constantly being refined and developed. The preschool years are a particularly suitable period for this, as this is when the brain’s attention, ability to structure and develop a functional role is most sensitive. During the preschool years, the development of this ability already shows a ceiling effect. In order to help all educators (either professionals or parents) to support the development of these skills in children before they enter school, we have collected a list of test items that measure the level of these skills in preschool children. These scientifically based test items are suitable for developmental purposes. Knowledge and use of these and other tests mentioned in the study are essential to ensure that children start learning to read with the best possible skills and abilities. A summary table at the end of this study will help you to find your way among the different types of tasks, levels and types of activity.

A könnyen érthető nyelv nemzetközi irányelveinek képekre vonatkozó útmutatásainak kvalitatív elemzése

Lili Ladányi — Tue, 01 Oct 2024 00:00:00 +0200

Equal access to information is a fundamental human right in modern societies. Easy Language is a tool that supports the social inclusion of people with low linguistic competence and who need help to understand information. This research examines the guidelines for images in the international guidelines for Easy Language, highlighting the sets of rules that determine how and how effectively information is supported visually. A metanarrative literature analysis is carried out to classify the rules for images in the different guidelines used in European countries and to identify and compare the similarities and differences between them. The research highlights the need to develop uniform yet flexible sets of rules that take into account the different linguistic and cultural specificities in order to ensure the success of the use of Easy Language. The results can contribute to improving accessibility and access to information.

A morfológiai tudatosság mérése és fejlesztésének hatása a szövegértési képességre 9. osztályos szakiskolai tanulók körében

Blanka Bartha — Tue, 01 Oct 2024 00:00:00 +0200

Morphological awareness is the ability to manipulate the structure of words (Carlisle, 1995; Török and Hódi, 2015). Several international studies confirm the importance of developing morphological awareness and its impact on text comprehension (Gillon és Kirk 2009; Bernstein, Flipse, Jin és Odegard, 2020 stb.) In Hungary research is limited to the early stages of language acquisition (Varga, Pásztor és Steklács, 2019) so the morphological awareness of secondary school students and the possibilities of its development remain to be explored. International research finds the assessment and development of morphological awareness relevant as well as its impact on reading comprehension until adulthood (Wilson-Fowler és Apel, 2015; Binder és Tighe, 2015). A survey among Hungarian vocational secondary school students could provide significant results about assessing and developing morphological awareness and its effects on reading comprehension. The main question of the research is whether morphological awareness of secondary school students can be assessed and developed in a school environment, and whether its development has a positive impact on students’ reading comprehension skills. The participants in this research are 9th grade students in a vocational school. Classes of 30 and 28 students form the experimental and control groups of the research. The results of the research demonstrate that it is possible to assess and develop the morphological awareness of 9th grade students in vocational schools through classroom activities. Furthermore, that the development of morphological awareness has a positive effect on reading comprehension.

Investigation of number concept and calculation problems based on the opinions of special education teachers

Nóra Kovács, Mónika Mucsiné Erdei — Tue, 01 Oct 2024 00:00:00 +0200

We encounter numbers in almost every area of our lives. Whether during shopping, when considering our daily schedule, or in simple, everyday activities, the use of numbers appears. Through the use of numbers, we can obtain information communicated to us by our environment. If problems or difficulties arise in numerical skills, it can hinder success in everyday life. The aim of our research is to assess the state of mathematical abilities of students with learning disabilities based on the opinions of special education teachers involved in their mathematics education, and to identify the circumstances surrounding their acquisition of mathematics. Our study presents the theoretical background, describes the research process, and details the results obtained.

Tanulni élmény!

Erika Köböl, Dóra Dusik-Balázs — Tue, 01 Oct 2024 00:00:00 +0200

„Learning is not preparation for life, learning is life itself.” (John Dewey)

Nowadays, the education, upbringing and development of all children, especially children with special educational needs, face challenges. This affects professionals, the students themselves, but of course also parents, institutions and society. All participants are forced to adapt to these challenges. The basic special pedagogic approach is skill development, communication of knowledge, and attitude formation based on diverse, personal experiences. This pedagogical attitude creates an opportunity for every child to discover and exploit the values inherent in the individual ability structure, and to work motivated. During experience-based education, we consciously and plannedly build on the basic principles of reform pedagogy and combine them with new opportunities. We use Gardner’s theory of multiple intelligences (Dezső, 2014) in everyday experience-based pedagogical practice, so we can reach all students, build on their strengths, and develop their less developed skill areas.

Possibilities for strengthening family competencies in early childhood intervention

Andrea Szabóné Harangozó — Tue, 01 Oct 2024 00:00:00 +0200

In Hungary, the support of families and their children with different, delayed development is done through the early childhood intervention system, which, in addition to assisting the child’s development, aims to strengthen the family’s competencies, support the family’s social inclusion, and prevent social isolation. In my study, I outline the possibilities for strengthening family competencies and the services available to parents raising disabled children within the institutional system of pedagogical services.