Doprinos fonološke i sintaksičke svesnosti u početnom čitanju

Abstract

The purpose of this research is to identify the relations between some of the pre-reading abilities as predictor variables and reading success as acrierion variable in first grade primary school pupils. The sample consisted of 200 respondents. The research was conducted in two phases. In Phase I, pre-school children were tested. The ELLA test was applied and it enabled the assessment of phonological awareness, memory, verbal fluency, fast naming and deciphering. Additionally, syntactic awareness was assessed by using the List of experimental tasks for evaluating knowledge on syntax. In Phase II, the reading abilities were assessed by applying the Three-Dimensional Reading Test on the same group of respondents who had been tested at their pre-school age; at the time of the reading test they were finalising the first grade of primary school. To establish the predictor variable of pre-reading abilities, Multiple Regression Analysis and Hierarchical Regression Analysis were conducted. The results indicate that phonological and syntactic awareness are significant predictors of early reading, whereas the phonological awareness has a stronger predicative value. However, we consider that the established importance of syntactic awareness in early reading is an important finding of our research, having in mind that syntactic awareness is more important for later reading stages.