MagyarTechnology-Based Vocabulary Development and Reading Comprehension: Results from a Large-Scale Stuy
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In upper primary education, reading and comprehension skills form the foundation for understanding various subjects and for independent learning. Among the many components of reading comprehension, knowledge of subject-specific vocabulary is essential for understanding texts and processing disciplinary materials. The focus of our research was the development of a technology-based intervention program designed to assess and improve students’ subject-specific vocabulary across different disciplines. The effectiveness of the program was measured by using a pretest–posttest control group experimental design, involving a total of 1,562 students. Based on the pre-test results, there was no significant difference between the experimental group and the control group. A repeated-measures ANOVA revealed a significant main effect of time and a significant time × group interaction, indicating that the experimental group showed greater improvement than the control group. Analysis by grade level showed that the developmental effect was significantly lower in Grade 5 than in Grades 7 and 8, while no substantial difference was observed between Grades 6–8. When broken down by ability level, the improvement was strongest among students with medium and high vocabulary proficiency (p = .006 and p = .036), whereas the progress of lower-performing students did not exceed the level of natural development. The program thus proved to be an effective tool for developing vocabulary and reading performance, particularly among students who already possessed basic language competencies. However, the extent of the effect varied by grade and proficiency level, highlighting the importance of differentiated instruction and adaptive development.
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