Abstracts - Earli

development of practice-based research interests, and the way in which students’ own researchprojects integrate theory and practice. The study uses qualitative and quantitative methods. Thefindings present students’ negative attitudes towards including education and researchmethodology courses in the program curriculum. These findings may reflect students’ conservativeattitudes concerning the role of educational theory and research, which may have formed duringtheir undergraduate studies. At the same time, the quantitative data indicate noticeable changes instudents’ professional self-perception. Students gave a high ranking to their own capacity toemploy theory and research perspectives in their work as music educators. The implicit conflictrevealed in the students’ attitudes may reflect an historical bias of music educators, who havetraditionally valued art over science and considered art as the fruit of genius rather than ofeducation. A revision of graduate as well as undergraduate curricula in music education is calledfor at this juncture. This revision will serve to demonstrate how an inquiry-based curriculumsupports the professional development of music educators.Are frequency dictionaries specific for children necessary? Comparative study of a child and adultlexical frequency dictionariesJesus Martinez, Universidad Pontificia de Salamanca, SpainEmma Garcia, Universidad Pontificia de Salamanca, SpainOur work will organise in two main parts. First of all we will present a Frequency Dictionary thatwe have developed for the lexical units that a child will encounter during its reading experiencesduring the six years of the Spanish primary school. We will describe the special procedure wehave used to gather the almost 100.944 entries that this dictionary it contains. In the second part ofthe poster we will compare by means of Pearson correlations the and regression analysis thefrequencies of different entries in our work and in two adult frequency dictionaries in order todetermine if the child dictionary is different enough from the adult versions to justify its ownentity.The content-based improvement of learning skills in grade 5Róbert Pap-Szigeti, Department of Informatics, GAMF, Kecskemét College, HungaryGabriella Zentai, BMHUFIK, Békéscsaba, HungaryIn our poster we present the methods of a content-based training experiment and the results of theyear long training. The programme aims at the improvement of the basic learning skills, duringwhich the preferential subject contents, the comprehension of basic concepts and the actuation ofabilities and skills through these contents play an equally important role. The training programmeincluded ten-year-old students (5th grade, N=350) and was carried out within the frameworks ofNagy Jôzsef’s conception. During the training, students processed texts including the basicconcepts of different subjects.The systematic processing of texts aimed at the improvement of thereading skill. At the beginning of the following lessons we actuated the skill of systematization,comprehension of relations and combination. The method meant the completion of short exercisesthat was made varied by the diversity of learning methods. The exercises of the training weredesigned to cover 8-10 issues per school subjects, so each skill element was activated in case ofmore than 30 training exercises. The training lasted for one school year.During the training weexperienced a progress of reading ability, systematization and combinative thinking thatsignificantly exceeds spontaneous development known from cross-sectional studies.The number ofschoolchildren being able to actuate the skill on a high level has increased in case of all the threeskills, and at the same time the order of children has been rearranged to a significant extent. Incase of the comprehension of relations, the progress has not exceeded the spontaneous– 672 –