Publication at Faculty of Education |
2017
Abstract
The paper presents actual current state of knowledge in the area of pro-literacy targeted intervention programmes for preschool age children. it also presents results of two randomized control studies authors of this talk conducted to test: the effectivity of two separate phoneme awareness and letter knowledge training programmes in the kindergarten settings, and the combined phoneme awareness-letter knowledge training programme also targeting children before the entering the primary school. Attention is also paid to a practical issues of implementation of pro-literacy training programmes in kindergarten settings.