The aim of the program is to identify students in the initial stage of acquiring literacy who need special intervention in order to reach an optimal developmental level of reading comprehension by the age of twelve by means of tailor-made development plans within the framework of integrated education. The program consists of the following parts: (1) assessing students’ phonological awareness in the initial stage of acquiring literacy; (2) developing poor performer students’ phonological awareness with the software ’Be-Me’ (i.e. Beszédmester = Speechmaster); (3) developing semantic structures after the optimalization of letter-by-letter reading skills; (4) asessing the developmental level of semantic structures; (5) assessing the developmental level of decoding and reading comprehension skills; (6) developing decoding and reading comprehension skills.

The tasks are tailored to students’ individual needs by drawing on the results of the assessments. The first and the second part of the program were realized during the developmental project for disadvantaged students. The assessment of students’ phonological awareness and developmental levels in pre- and post- tests was carried out with DIFER. The development of students’ phonological awareness was done with software ’Be-Me’, which contributes to the development of reading comprehension by means of a real-time speech and word identifying system.

Publications

Bácsi János (2006): Az értő olvasás sikertényezői: II. A szintaxis. Előadás a Vezető tanárok III. Országos konferenciáján, Budapest, 2006. október 6−7. In: Gordon Győri János (szerk.): Mit? Kinek? Hogyan? Konferenciakötet I. 218-225.

Bácsi János (2008): Az értő olvasás sikertényezői: III. A szemantika. Módszertani Közlemények, 48. 5. sz. 197-201.

Zs. Sejtes Györgyi (2006): Szövegelünk? Szövegeljünk! A szövegértés tanításának trükkjei. Előadás a Vezető tanárok III. Országos konferenciáján, Budapest, 2006. október 6−7. In: Gordon Győri János (szerk.): Mit? Kinek? Hogyan? Konferenciakötet I. 226-233.