Anyanyelvi szókincs mérésére alkalmazott mérőeszközök szisztematikus szakirodalmi áttekintése, iskolába lépő és iskoláskorú gyermekek szókincsének mérése - szakirodalmi áttekintés
A large body of research shows that family background has a significant impact on the vocabulary of children starting school. Pupils with a poorer and weaker vocabulary find it more difficult to learn to read, which can lead to a backlog in their later studies (Cs. Czachesz, 2014; Horváth, 2016; Juh...
Elmentve itt :
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| Dokumentumtípus: | Cikk |
| Megjelent: |
Szegedi Tudományegyetem Bölcsészet- és Társadalomtudományi Kar
Szeged
2022
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| Sorozat: | Magyar pedagógia : a Magyar Tudományos Akadémia Pedagógiai Bizottságának folyóirata
122 No. 3 |
| Kulcsszavak: | Képességvizsgálat - gyermekkor, Beszédfejlődés - gyermek - tesztvizsgálat, Szókincs - mérés - gyermekkor, Pedagógiai kutatás |
| Tárgyszavak: | |
| doi: | 10.14232/mped.2022.3.169 |
| Online Access: | http://misc.bibl.u-szeged.hu/74498 |
| Tartalmi kivonat: | A large body of research shows that family background has a significant impact on the vocabulary of children starting school. Pupils with a poorer and weaker vocabulary find it more difficult to learn to read, which can lead to a backlog in their later studies (Cs. Czachesz, 2014; Horváth, 2016; Juhász & Radics, 2018; Neuberger, 2014; Perfetti & Stafura, 2014). It is therefore important to diagnose pupils with a poorer vocabulary, identify the causes of this backlog, and develop them in a targeted way. The aim of our research is to review the vocabulary tests available in Hungary for those children who are about to enter school or are in their early school years, and to check which methods are primarily used. Our research was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A total of 14 vocabulary tests used in Hungary were identified as a result of a systematic literature review. The tests most commonly measure the knowledge of nouns, verbs, and adjectives. In the sample identified, seven tests were identified to measure both expressive and receptive vocabulary, eight and eight measures using visual and verbal methods, respectively. Unfortunately, the majority of tests are only approved for use by special educators and psychologists, but it is important that teachers are aware of them and have access to diagnostic measures that can be used in the classroom environment to reliably identify children with poorer vocabulary, and thus help them through targeted development. |
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| Terjedelem/Fizikai jellemzők: | 169-185 |
| ISSN: | 0025-0260 |