UDC 378.126+371.15:316.7
DOI: https://doi.org/10.59694/ped_sciences.2024.09.156
THE EFFECT OF BEING A MINORITY ON THE DEVELOPMENT OF READING COMPREHENSION COMPETENCE BASED ON A FINNISH AND AN AMERICAN SAMPLE
Embedded Files
CHOPAK Yeva Vasylivna
senior teacher of the
department of pedagogy, psychology, elementary,
preschool education and management of educational
institutions, Ferenc Rakoczi II Transcarpathian
Hungarian Institute.
ORCID іD: https://orcid.org/0000-0003-1205-5263
Abstract:
System-level domestic and international measurements are carried out in Hungary to assess reading comprehension competence and reading habits (PIRLS, PISA, etc). However, in a minority environment, these measurements do not show accurate results, as they do not show how the existence of a minority affects the formation or development of these competencies.
Thus, the study of comprehension skills is not a novelty, as several people have already dealt with the topic, researching it from several aspects. On the other hand, conducting a comparative study of the Hungarian-language primary schools in Transcarpathia may be a curiosity in the scientific world of pedagogy. The majority language environment has a major impact on the teaching of reading and writing in minority languages. In Hungarian-language institutions, children first learn to read and write in their mother tongue (Hungarian), in the first grade, and at this stage, state language education focuses only on speech development. In the second grade, when the children have already mastered reading and writing in their mother tongue, they also learn the state language (possibly Ukrainian).
The present study examines the impact of minority existence on the development opportunities of comprehension competencies based on the literature.
Keywords: comprehension competence, minority environment, reading habits, developing comprehension, language minority children.
References:
Aro, M. (2004). Learning to read: The effect of orthography. Jyvaskyl ¨ a, Finland: ¨ Jyvaskyl ¨ a Studies in Education, Psychology, and Social Research.
Finnish National Board of Education. (2008). Pre-Primary Education. Retrieved from http://www.oph.fi/english de Jong, P. F., & van der Leij, A. (2002). Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6, S. 51–77.
Gallagher, A., Frith, U., & Snowling, M. J. (2000). Precursors of literacy delay among children at genetic risk of dyslexia. Journal of Child Psychology and Psychiatry, 41, S. 203–213.
Gandara, P., & Rumberger, R. (2002). The inequitable treatment of English learners in California’s public schools. Williams Watch Series: Investigating the Claims of Williams v. State of California. Los Angeles, CA: UCLA’s Institute for Democracy, Education, and Access, UCLA. Retrieved from http://escholarship.org/uc/item/03b7k2km
Greenberg E., F. Macías R., Rhodes D., Chan T. (2001). English Literacy and Language Minorities in the United States. U.S. Department of Education. Office of Education Research and Improvement.
Holopainen, L., Ahonen, T., & Lyytinen, H. (2001). Predicting delay in reading achievement in a highly transparent language. Journal of Learning Disabilities, 34, S. 404–414.
Kieffer, M., & Vukovic, R. K. (2012). Components and context: Exploring sources of reading difficulties for language minority learners and native English speakers in urban schools. Journal of Learning Disabilities, 45(5), S. 433–452.
Klinger, J. K., Artiles, A. J., & Barletta, L. M. (2006). English language learners who struggle with reading: Language acquisition or LD. Journal of Learning Disabilities, 39, S. 108–128.
Landerl, K., Wimmer, H., & Frith, U. (1997). The impact of orthographic consistency of dyslexia: A German–English comparison. Cognition, 63(3), S. 315–334.
Lyytinen, H., Aro, M., Holopainen, L., Leiwo, M., Lyytinen, P., & Tolvanen, A. (2006). Children’s language development and reading acquisition in a highly transparent orthography. In R. M. Joshi and P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 47–62). Mahwah. NJ: Lawrence Erlbaum.
Ojala, M., & Talts, L. (2007). Preschool achievement in Finland and Estonia: Cross-cultural comparison between the cities of Helsinki and Tallinn. Scandinavian Journal of Educational Research, 51(2), S. 205–221. Sikiö R., Siekkinen M., Holopainen L. (2015). Literacy Development Among Language Minority Background and Dyslexic Children in Finnish Orthography Context. DOI: 10.1080/02702711.2015.1105339
Statistics Finland. (2007). Retrieved from http://www.stat.fi/ajk/poimintoja/poimintoja/2007_en.html
Statistics Finland. (2011). Retrieved from http://www.stat.fi/artikkelit/2011/art 2011-02-15_003.html?s=0
Swanson, H. L., Orosco, M. J., & Lussier, C. M. (2012). Cognition and literacy in English language learners at risk for reading disabilities. Journal of Educational Psychology, 104(2), S. 302–320.
Torppa, M., Eklund, K., van Bergen, E., & Lyytinen, H. (2011). Parental literacy predicts children’s literacy: A longitudinal family-risk study. Dyslexia, 17, S. 339–355.
Page updated
Report abuse