Reading Instruction in the Primary Grades
According to the National Core Curriculum, Grades 1 to 4 should spend 27 percent to 40 percent of instructional time teaching literature and grammar, which are combined in Hungarian classes. Schools decide on the number of Hungarian classes based on their own local curriculum, which is prepared on the basis of one of the Ministry approved curriculum frameworks. This results in seven to 10 Hungarian classes each week, depending on whether the class focuses on the development of mathematics or reading skills. Classroom teachers are responsible for all pedagogical tasks related to reading instruction, and reading specialists usually are not available. However, teachers in most schools have some special assistance (e.g., a speech therapist, school psychologist, or special education teacher).
In addition to Hungarian classes, the National Core Curriculum allots 2 percent to 6 percent of total class time to the teaching of a modern foreign language. The most popular foreign language taught in Hungarian schools is English, followed by German and French.
Instructional Materials
Textbook series used in the first four grades consist mainly of alphabet books, practice books, workbooks, and, in higher grades, storybooks.
The Ministry of Education does not explicitly recommend one particular reading method over another, although all the accredited textbook series use the sounding-analyzing method and focus on teaching the system of signs used for reading in early instruction. According to the current regulation, schools may choose from series of textbooks provided by the state.
Use of Technology
Although the number of students using a personal computer and of teachers using the Internet for instruction has been increasing, Information and Communications Technology (ICT) is only a supplemental tool in reading instruction.
Accommodation Policies for Instruction and Testing
According to the Act on National Public Education, students with special education needs have the right to receive special education consisting of adapted physical and conductive education within the framework of special treatment after their eligibility is determined.7 The National Core Curriculum determines the possibility of modification, simplification, or abandonment of certain areas and involvement of new areas of the curriculum; the areas of possible rehabilitation or habilitation of students; and suggestions for extension of the time devoted to education, training, and development for different types of special needs.