Reading skills

 

The assessment of reading skills has been part of national and international large-scale studies from the 1990's. However, the mostly cross-sectional design cannot provide sufficient explanations for the differences found between various age groups. Thus the longitudinal program tracks the development of reading skills from grade 2 onwards.
The tests contain texts of different length and type, corresponding to the age specialities of the investigated population. Two different text types are used in the assessment of grade 1 and 2 students, and three types are used in higher grades. The tasks connected to each text operate at the different levels, defined in the international literature. Hence, various operations are involved from easier information search to the more complex text-evaluation. The comparability of the achievement of different grades are ensured by the application of anchor texts.
 
Measurement points:
Spring, 2004: Sample 1 (grade 9) and sample 2 (grade 5)  
Spring, 2005: Sample 3 (grade 2)
Autumn, 2006: Sample 3 (grade 4)
Autumn, 2007: Sample 3 (grade 5)
Spring, 2008: Sample 4 (grade 1)
Spring, 2009: Sample 3 (grade 6)
Spring, 2009: Sample 4 (grade 2)
Autumn, 2010: Sample 4 (grade 4)
Autumn, 2011: Sample 5 (grade 5)
Spring, 2011: Sample 3 (grade 8)
Spring, 2012: Sample 5 (grade 1)
Spring, 2013: Sample 4 (grade 6)
Autumn, 2013: Sample 5 (grade 3 – online)
Spring, 2015: Sample 4 (grade 8) and Sample 5 (grade 4)

Major publications:
Molnár, É., & B. Németh, M. (2006): The development of reading skills in the starting years of public schooling. In: Józsa, K. (ed.): The development of reading. Dinasztia Tankönyvkiadó, Budapest, Hungary (295p.); ISBN: 963-657-363-8; 107–129. (in Hungarian)

Molnár, É., B. Németh, M., & Hodi, Á.: The longitudinal assessment of Hungarian students’ reading comprehension from grade 2 to grade 4. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction Amsterdam, The Netherlands, August 25-29, 2009. (2009)  p. 156.