Abstract
The focus of this paper is on pre-reading literacy, which is considered to be an important part of lifelong learning. The foundations of reading literacy, other literacies, character features, and motivation for learning are set mainly in the pre-primary age.
The aim of this study is to describe the approach to pre-reading literacy in Czech education, analyse the terminology changes an d summarize the research outcomes focused on the concept of pre-reading literacy, and its support and development in home environment. In the βirst part, the authors focus on the terminology changes, its use in Czech pre-school education, and specify the terminology from the point of view of literacy development and in the context of the current Czech pre-school curriculum.
The second part presents outcomes of Czech pre-reading literacy research. The third part discusses the possibilities to include the above mentioned topics into the curriculum of pre-school teachers at Faculty of Education at Charles University in Prague.
It also mentions other ways to make the pre-school development more effective as it is considered to be one of the key periods in the development of reading literacy. Further on, the authors explain the preference for the term pre-reading literacy.
They also highlight why it is necessary to approach pre-reading literacy in a complex way, not only in research, but also in teacher training and in pre-school education in general.