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Towards the systematic support of the early literacy development in preschool age
Šedinová, Petra ; Málková, Gabriela (advisor) ; Morávková Krejčová, Lenka (referee) ; Vitásková, Kateřina (referee)
This study evaluates the benefits of short-term, relatively intensively implemented training programme aimed at enhancing the development of pre-reading skills (specifically phoneme awareness and letter knowledge) in the last year of kindergarten. The evaluation of the benefits is carried out in comparison with the situation without the implementation of the work methodology and with the use of available work content with content aimed at the development of graphomotor skills with commented instruction. Sixty-nine children from four kindergartens were randomly assigned to three groups: pre-reading intervention group (resp. phoneme awareness and letter knowledge intervention), graphomotor skills intervention group and no- training group. Intervention programs were implemented as a 10-week training programmes in the frequency of 3 training lessons per week. The results provide an evaluation of the variability pre-literacy pre-reading performance in regular kindergarten classes and the benefits of the evaluated training program in terms of mobilizing pre-literacy pre-reading skills before starting school. This work maps the current situation in the field of intervention/training tools, their specifics and targets literacy and key pre-literacy skills important for the development of children in the...
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Early reading skills in children with specific language impairment
Richterová, Eva ; Seidlová Málková, Gabriela (advisor) ; Kucharská, Anna (referee) ; Vitásková, Kateřina (referee)
Eva Richterová - Early reading skills development in children with specific language impairment This study investigated the development of early reading skills in children with specific language impairment within a psycholinguistic framework. The investigation is based on theories concerning linguistic and cognitive skills which play a crucial role in the development of reading skills. This approach is utilized to identify groups which are at risk of difficulties in literacy acquisition as a result of language impairment. Theoretical background of reading development in children with SLI is presented, in addition to current knowledge about the relationship between language and reading skills. Studies on SLI highlight the need of longitudinal investigations, which enable better understanding of the relationship between literacy development and preliteracy skills. The aim of the study was to provide a systematic description of the reading skills development in children with SLI from first to fourth Grade. A group of 25 children with SLI was repeatedly investigated in terms of their reading skills (decoding and reading comprehension) and preliteracy skills. Assessment of language and cognitive skills was also carried out and involved phonological awareness, rapid authomatised naming, and letter...
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Early reading skills in children with specific language impairment
Richterová, Eva ; Seidlová Málková, Gabriela (advisor) ; Kucharská, Anna (referee) ; Vitásková, Kateřina (referee)
Eva Richterová - Early reading skills development in children with specific language impairment This study investigated the development of early reading skills in children with specific language impairment within a psycholinguistic framework. The investigation is based on theories concerning linguistic and cognitive skills which play a crucial role in the development of reading skills. This approach is utilized to identify groups which are at risk of difficulties in literacy acquisition as a result of language impairment. Theoretical background of reading development in children with SLI is presented, in addition to current knowledge about the relationship between language and reading skills. Studies on SLI highlight the need of longitudinal investigations, which enable better understanding of the relationship between literacy development and preliteracy skills. The aim of the study was to provide a systematic description of the reading skills development in children with SLI from first to fourth Grade. A group of 25 children with SLI was repeatedly investigated in terms of their reading skills (decoding and reading comprehension) and preliteracy skills. Assessment of language and cognitive skills was also carried out and involved phonological awareness, rapid authomatised naming, and letter...
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