Our Team
Blanka Tary-Vancsics
researcher, teacher
University of Szeged
In her doctoral research, Blanka investigated in-service and pre-service teachers’ use of reading strategies in their first and foreign languages (Tary, 2019a, 2019b). She adapted the MARSI, MARSI-R, and SORS questionnaires into Hungarian and applied them in large-scale data collection (Tary & Molnár, 2022; Tary et al., 2024).
In addition, she employs qualitative methods to explore beliefs related to reading comprehension development (Tary, 2021). She has extensive experience in teaching pedagogy courses for pre-service teachers as well as in working as a secondary school English teacher and homeroom teacher.
References
Tary, B. (2019a). How much do Hungarian teachers with English knowledge read in Hungarian and in English? In E. K. Molnár & K. Dancs (Eds), XVII. Pedagógiai Értékelési Konferencia (p. 93). Szegedi Tudományegyetem.
Tary, B. (2019b). How does language proficiency level affect reading strategy use? In A. Zero, D. Zeĉić-Durmišević, M. Tolić, M. Turanović, & N. Ĉordalija (Eds), 11th AILA-Europe Junior Researcher Meeting in Applied Linguistics. Multiperspectivity in Applied Linguistics (pp. 45–46). Faculty of Philosophy, University of Sarajevo.
Tary, B. (2021). Anya-, illetve idegen nyelvi szövegértés vizsgálata pedagógusok véleményének tükrében. Iskolakultúra, 31(3), 30–50.
Tary, B., & Molnár, E. K. (2022). A MARSI-R kérdőív magyar adaptációja–olvasási stratégiák vizsgálata anya-és idegen nyelven egyetemi hallgatók körében. Iskolakultúra, 32(5), 57-75. https://doi.org/10.14232/ISKKULT.2022.5.57
Tary, B., Fejes, J. B., Vígh, T., Hódi, Á., & Szenczi, B. (2024). A MARSI-R kérdőív kipróbálása és az olvasási stratégiahasználat feltárása 5–8. évfolyamon. Magyar Pedagógia, 124(3), 145-165. https://doi.org/10.14232/mped.2024.3.145
