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Csaba Kertész
kertesz.cs@gmail.com
Csaba Kertész
Eötvös Loránd Tudományegyetem Pedagógiai és Pszichológiai Kar Pszichológiai Doktori Iskola
Károli Gáspár Református Egyetem, Pszichológiai Intézet
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Károli Gáspár Református Egyetem, Pszichológiai Intézet
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Rita F. Földi
Rita F. Földi
Károli Gáspár Református Egyetem, Pszichológiai Intézet
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Ferenc Honbolygó
Ferenc Honbolygó
MTA Természettudományi Kutatóközpont Agyi Képalkotó Központ
Eötvös Loránd Tudományegyetem Pedagógiai és Pszichológiai Kar Pszichológiai Intézet
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Eötvös Loránd Tudományegyetem Pedagógiai és Pszichológiai Kar Pszichológiai Intézet
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A ritmikai és a nyelvi, illetve olvasási képességek közötti kapcsolatot a gyakorlati megfi gyeléseken túl számos kutatás eredménye látszik alátámasztani, ugyanakkor a magyar anyanyelvű gyerekeket vizsgáló munkák száma ez idáig csekély. 39 tipikus első osztályos (6–7 éves) tanuló vizsgálatára került sor a tanév kezdetekor egy digitális, gyermekek számára kialakított ritmikai szinkronizációt és spontán motoros tempót mérő teszt, valamint egy ritmusreprodukciós feladatsor segítségével. A tanév végén felmértük a gyerekeket a fonológiai tudatosság, valamint a szóolvasás területein. Az olvasás színvonala és a fonológiai tudatosság is szignifi káns kapcsolatot mutatott a szinkronizációs és a spontán tempó feladat több mutatójával, ugyanakkor a ritmusreprodukciós feladat nem rendelkezett hasonló prediktív erővel. Bár a minta nagysága messzemenő következtetések levonására nem alkalmas, az eredmények egy irányba mutatnak a külföldi szakirodalomban találhatókkal, és azonkívül, hogy további vizsgálatok szükségességét jelzik, felhívják a fi gyelmet a korai ritmikai fejlesztés fontosságára.
A growing body of research supports the link between rhythmic abilities and the development of language and reading, while investigations carried out with Hungarian speaking children are sparse. The rhythmic abilities of 39 typically developing, 6-7 year old, Hungarian native-speaking children were assessed at the beginning of their fi rst school year in three domains: rhythm reproduction, tapping to a regular musical beat, and unpaced tapping, using a digital test suitable for their age. At the end of the school year, children completed tests of phonological awareness and reading abilities. Both showed signifi cant correlation with several indicators of the tapping tasks. Surprisingly however, rhythm reproduction did not predict either of them. Although the moderate sample size of our present study does not allow far-reaching conclusions, our fi ndings are congruent with previous literature, and in addition to the need for further research, stresses the importance of early rhythmic activities.
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