Egy szövegértési képességfejlesztési folyamat tanulságai: Saját fejlesztésű taneszköz felhasználási lehetőségeinek mérésalapú,kritikai nézőpontú megközelítése

The results of the national and international reading comprehension surveys of the past twenty years regarding efficiency and background variables are meant to serve development at schools giving feedback to teachers and thus working out the contents and methods of a system wide development of reading comprehension skills adaptable to classroom practice is an urgent task of today. The aim of this paper is to critically assess the measure-based results of an action research on a teaching tool, made in 2007, to develop reading comprehension skills with 20 series of reading tasks. Reusing the exercises of the workbook for seventh grade students, designed and finalized a 10-hour long thematic unit for developing reading comprehension. The goal of the small sample survey with 32 participants was to verify the effectiveness of the intensive development process based on the content framework of the PISA survey (OECD, 2000) and the functional linguistic model of de Beaugrande and Dressler (2000). The results measuring the levels of reading comprehension provided information about the effectiveness of the development, the outcomes have helped in setting new directions for personal development targetsand pinpointed the problematic issues in compiling the series of exercises.The results of the national and international reading comprehension surveys of the past twenty years regarding efficiency and background variables are meant to serve development at schools giving feedback to teachers and thus working out the contents and methods of a system wide development of reading comprehension skills adaptable to classroom practice is an urgent task of today. The aim of this paper is to critically assess the measure-based results of an action research on a teaching tool, made in 2007, to develop reading comprehension skills with 20 series of reading tasks. Reusing the exercises of the workbook for seventh grade students, designed and finalized a 10-hour long thematic unit for developing reading comprehension. The goal of the small sample survey with 32 participants was to verify the effectiveness of the intensive development process based on the content framework of the PISA survey (OECD, 2000) and the functional linguistic model of de Beaugrande and Dressler (2000). The results measuring the levels of reading comprehension provided information about the effectiveness of the development, the outcomes have helped in setting new directions for personal development targetsand pinpointed the problematic issues in compiling the series of exercises