Drama Elements in the Prevention of Phonological Awareness Disorders in 5 – 6 Year Old Children

Abstract

This article contains theoretical analysis about how to develop phonological awareness in children 5–6 years of age and analysis of empirical findings. Elements of drama provide the great opportunity to improve phonological awareness.Reading and writing are the two most important techniques which pupils must achieve at school. Phonological awareness training has significant effects on overall reading ability, spelling, and reading comprehension. There are several well-established lines of argument for the importance of phonological skills to reading and spelling. Phonemic awareness is the ability to notice, think about, and work with the individual sounds in words. We know that children’s skills in phonological awareness is a good predictor of later reading success or difficulty. Some conclusions were drawn from theoretical and empirical findings. In this article, analysis of scientific and methodological literature is used as a method. Main findings –development of phonological awareness in children 5–6 years of age is possible and effective when using drama elements.