Abstract
Aim of this study is to present preliminary data on a language, literacy and cognitive development of Czech precocious children by using comprehensive test battery measuring language, cognitive and literacy skills in 4 different consecutive time points ( from kindergarten to second year of primary school) .In a sample of children assessed for longitudinal study of reading "Establishing foundation of literacy development in European languages",we selected children, who were able to read in kindergarten age, before the start of formal learning to read in primary school ( children do not learn to read in kindergartens, they also are not thought letters or phonemes in kindergarten). Our participants were 133 monolingual Czech children from Prague, Prague suburb and 3 mid- size Czech cities. 9 children were selected from the whole group of133 as precocious readers according to their performance in One minute reading task in preschool age, resp. performance 1 SD above the mean on the group in test of One minute reading.
Poster is presenting language, cognitive and literacy profiles of these children during the first two years of schooling using measures of: phonological skills and RAN, lexicon, syntactic and morphological skills, letter knowledge, spelling, visual attention, and work span and family background of these children using (parents questionnaire). Poster describes a way how these precocious readers proceed to develop during their first and second primary school years and how thesechildren differ from the rest of the group.