<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This study aims to analyse the informative-type text, questions, and answers of the fourth-grade reading comprehension test according to cognitive processes. A total of 353 respondents participated in the survey. The examined target group was the fourth-grade pupils of Hungarian-language primary schools in bilingual regions in Eastern, Central, and Western Slovakia. The results obtained show that most of the pupils had sufficient background knowledge to interpret the short and simple text, and the new information was well integrated into their existing schema structure. In terms of processes of comprehension, most pupils had no problem with recognizing and retrieving explicitly stated information in the text, neither with making straightforward inferences. However, there were problems in interpreting and integrating information and summarizing them. The results show that half of the pupils had problems with multi-level interpretation of the information obtained and about one-fifth of the pupils gave incorrect answers even to the questions that required the use of the simplest cognitive processes.</p></abstract>

This study aims to analyse the informative-type text, questions, and answers of the fourth-grade reading comprehension test according to cognitive processes. A total of 353 respondents participated in the survey. The examined target group was the fourth-grade pupils of Hungarian-language primary schools in bilingual regions in Eastern, Central, and Western Slovakia. The results obtained show that most of the pupils had sufficient background knowledge to interpret the short and simple text, and the new information was well integrated into their existing schema structure. In terms of processes of comprehension, most pupils had no problem with recognizing and retrieving explicitly stated information in the text, neither with making straightforward inferences. However, there were problems in interpreting and integrating information and summarizing them. The results show that half of the pupils had problems with multi-level interpretation of the information obtained and about one-fifth of the pupils gave incorrect answers even to the questions that required the use of the simplest cognitive processes.

Analysis of cognitive operation in understanding text of the fourth-grade pupils

Univerzita Konštantína Filozofa v Nitre

Journal of Linguistics/Jazykovedný casopis

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

{"article-title":"Analysis of cognitive operation in understanding text of the fourth-grade pupils"}

This study aims to analyse the informative-type text, questions, and answers of the fourth-grade reading comprehension test according to cognitive processes. A...

Analysis of cognitive operation in understanding text of the fourth-grade pupils

Publié en ligne: 18 mars 2021

Pages: 409 - 424

DOI: https://doi.org/10.2478/jazcas-2021-0007

Mots clés
reading comprehension, cognitive processes, fourth graders, Hungarian language, native language

© 2020 Ildikó Vančo et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Analysis of cognitive operation in understanding text of the fourth-grade pupils

Publié en ligne: 18 mars 2021

Pages: 409 - 424

DOI: https://doi.org/10.2478/jazcas-2021-0007

Mots clésreading comprehension, cognitive processes, fourth graders, Hungarian language, native language

© 2020 Ildikó Vančo et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Mots clés
reading comprehension, cognitive processes, fourth graders, Hungarian language, native language