[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599405-105":59,"doc-detail-599405-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","participation-in-intervention-programmes-of-children-with-poor-reading-skills-in-hungary-read-online-free","Participation in Intervention Programmes of Children with Poor Reading Skills in Hungary - read online free","","Study examines access to intervention programmes for 5th-grade children with poor reading skills in Hungary. Reading aloud speed and accuracy were measured for 957 mainstream pupils and compared with participation data in rehabilitation programmes. Results show that fewer than half of struggling readers receive help: 55% of slow readers and 60% of non-accurate readers were left without support despite significantly weaker performance than peers. Findings indicate screening should be revised and access expanded beyond diagnosis-based provision.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/participation-in-intervention-programmes-of-children-with-poor-reading-skills-in-hungary-read-online-free/599405/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/participation-in-intervention-programmes-of-children-with-poor-reading-skills-in-hungary-read-online-free/599405.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What does the study investigate regarding children with poor reading skills?","Question",{"text":111,"@type":112},"It investigates access to intervention programmes for 5th-grade children with poor reading skills in Hungary.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How were participants evaluated in the research?",{"text":116,"@type":112},"The study measured the speed and accuracy of aloud reading for 957 pupils in mainstream classrooms.",{"name":118,"@type":109,"acceptedAnswer":119},"What was the key finding about receiving support?",{"text":120,"@type":112},"Less than half of children with poor reading skills received help, with 55% of slow readers and 60% of non-accurate readers left without support.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},599405,1792088711,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","DOI: [https://doi.org/10.26529/cepsj.1030](https://doi.org/10.26529/cepsj.1030)  \nParticipation in Intervention Programmes of Children with Poor Reading Skills in Hungary  \nZsóka Sipos*1 and János Steklács2  \n• In this century, the value of information has become more significant; reflecting this change, focus has shifted to preparing pupils for the functional use of reading. Therefore, the latest international assessments of reading literacy are set up to address this kind of knowledge. Significant numbers of individuals are performing below the minimum level in these assessments in Hungary, signalling lower capacity for participation in the community. When attempting to eliminate functional illiteracy, it is crucial to analyse the present support system, and the efficiency of recognising reading problems in the early stages, in order to improve the provision of education systematically. When examining the probable causes of the struggle to comprehend texts, one of the prerequisites of understanding written language is appropriate decoding. This research focuses on investigating the access to intervention programmes of 5th-grade children with poor reading skills. The speed and accuracy of the aloud reading of 957 pupils attending mainstream classrooms were measured and compared to the data regarding the participation in rehabilitation programmes. The most relevant finding of the research was that only less than half of the children with poor reading skills receive help to improve their performance; 55% of slow readers and 60% of non-accurate readers were left without support, even though their performance is significantly worse than that of their peers. This finding indicates the need to revise the screening system and necessitates more extensive and less diagnosis-based access to intervention programmes.  \nKeywords: reading fluency, reading accuracy, reading test, screening, intervention  \n1 *Corresponding Author. Doctoral School of Educational Sciences, University of Szeged, Hungary; [siposzsoka1@gmail.com](siposzsoka1@gmail.com).  \n2 Faculty of Philosophy and Social Sciences, University of Pécs, Hungary.  \n182 participation in intervention programmes of children with poor reading skills    \nSodelovanje v programih pomoči, namenjenih otrokoms slabimi bralnimi zmožnostmi, na Madžarskem  \nZsóka Sipos in János Steklács  \n• V tem stoletju je vrednost informacij narastla; sprememba se odražav pozornosti, ki se usmerja k pripravi učencev na funkcionalno rabobranja. Zato so najnovejša mednarodna ocenjevanja bralne pismenosti zasnovana tako, da obravnavajo tovrstno znanje. Na Madžarskem precejšnje število posameznikov pri teh preverjanjih dosega rezultate pod minimalno ravnjo, kar nakazuje na manjšo zmožnost sodelovanja v skupnosti. Ključnega pomena je, da pri odpravljanju funkcionalne nepismenosti preučimo obstoječi podporni sistem in učinkovitost prepoznavanja bralnih težav v zgodnjih fazah, predvsem za to, da bi sistematično izboljšali izobraževanje. Ob pregledovanju verjetnih vzrokov za otežkočeno razumevanje besedil je eden izmed predpogojev za razumevanje pisnega jezika ravno ustrezno dekodiranje. Ta raziskava se osredinja na preučevanje dostopa do programov pomoči za petošolce s šibkimi bralnimi sposobnostmi. Izmerili smo hitrost in natančnost glasnega branja pri 957 učencih, ki obiskujejo redni program osnovne šole, nazadnjepa to primerjali s podatki o sodelovanju v rehabilitacijskih programih. Najpomembnejša ugotovitev raziskave je bila, da je manj kot polovicaotrok s šibkimi bralnimi sposobnostmi deležna pomoči, ki bi izboljšalanjihovo zmogljivost; 55 % počasnih bralcev in 60 % nenatančnih bralcev je ostalo brez podpore, čeprav so njihove zmožnosti precej šibkejše od njihovih vrstnikov. Ugotovitev kaže na potrebo po reviziji sistema odkrivanja in zahteva obsežnejše programe pomoči, katerih dostop ne bi več tako močno temeljil na diagnozi.  \nKljučne besede: tekoče branje, natančnost branja, bralni test, odkrivanje, posredo","cbCairxU0o2tdDHv","https://ap.wps.com/l/cbCairxU0o2tdDHv","pdf",228790,23,"English","# Introduction\n## Functional illiteracy and reading literacy assessments\n## Reading comprehension and fluent reading\n## Early screening and diagnostic practice\n## Study focus and measurement approach","[{\"question\":\"What does the study investigate regarding children with poor reading skills?\",\"answer\":\"It investigates access to intervention programmes for 5th-grade children with poor reading skills in Hungary.\"},{\"question\":\"How were participants evaluated in the research?\",\"answer\":\"The study measured the speed and accuracy of aloud reading for 957 pupils in mainstream classrooms.\"},{\"question\":\"What was the key finding about receiving support?\",\"answer\":\"Less than half of children with poor reading skills received help, with 55% of slow readers and 60% of non-accurate readers left without support.\"}]","Participation in Intervention Programmes of Children with Poor Reading Skills in Hungary - read online free | PDF",58]