Abstract
The presented study deals with theoretical starting points, issues and research findings in the area of phonological awareness in relation to the elementary linguistic literacy of preschool aged children in Slovakia. The theoretical-empirical study is focused on a child´s ability to manipulate with syllables. The research was conducted with 866 respondents in the age range of four to seven years old. The aim was to find out a child´s ability to isolate certain syllables from a word and name the word or syllable resulting from the removal of the specified syllable. Except two tasks for practicing, there were five tested words. Children presented their skill to isolate or omit initial, middle and final syllables in the tested words. The results are part of a more extensive study focused on the development of a complex tool used to evaluate the level of phonemic awareness.
Highlights
In the current State Educational Programme for Pre-primary Education in Kindergartens in Slovakia, the Phonological Processes and Phonological Awareness are one of the sub-areas of the educational area Language and Communication
Overall success of the children was less than half, at 39.84%. This tested word is considered as an easy one in the area of Syllable isolation, we are surprised with the low success rate
In testing syllable isolation in the word “búda”, the results demonstrate that: 1. Children aged 4 to 6 years old do not have to omit syllable “bú” in the word “búda”
Summary
In the current State Educational Programme for Pre-primary Education in Kindergartens in Slovakia, the Phonological Processes and Phonological Awareness are one of the sub-areas of the educational area Language and Communication. Pre-literate activities are already realized in preschools as an important part of language acquisition. Reading instruction begins later at the primary school, some important skills which are included in the phonological awareness must be mastered prior to reading (Máčajová et al, 2017). Research findings show that childrens ability to comprehend and understand language is higher than their ability to produce speech (Garrett, 2009). The perceiving and learning of the sounds in a language help children to form appropriate phonological representations for real words. Individual qualitative differences of the phonological representations predict reading acquisition (Ziegler and Goswami 2005)
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