Publishing developments at the beginning of learning to read

The scientific validity of children's books in relation to the needs of readers

Abstract

As the acquisition of written language is a means of learning about the world, the patterns of reading attitudes that are initially acquired and fixed also affect the daily practice of obtaining and receiving information. Initial experiences related to reading activities are decisive in the further processes of learning, acquiring knowledge and experiential reading. Following the first negative experiences of reading, the uncertainty of self-esteem and the difficulty of acquiring basic cultural and technical knowledge together hinder the development of reading skills and comprehension.
The aim of the research presented in the study is to explore the connections between reading research results and book publishing developments, within this, the examination of the methodological and formal solutions of books made for readers (children, their parents, teachers) living in the initial period of reading learning. In the framework of my research, I examined whether the results of reading research with a scientific background appear in the developments of children's book publishers. The market overview of children’s books is presented in relation to each stage of reading learning. The research results outline the common and weighted points between the Hungarian publishing concepts, the needs of the reader (parents) and the reading research results.